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WE/ELF-awareness in English language teacher education: Starting from Materials

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1. Introduction Teacher education has been identified as one of the most important steps in fostering a shift in perspective in English language teaching (ELT), one that takes account of the complex reality into which English has developed, and one that, by adopting a reflective approach, challenges teachers’ deeply held notions and beliefs about language, learning and teaching (Richards and Lockhart 1994; Freeman and Johnson 1998; Johnson 2009; Freeman 2016). Seidlhofer (1999) noticed the shift occurring in teacher professional development programs within contexts where learners need to be guided toward the achievement of proficiency in more than one language besides their own, while learning and appreciating the cultures of other languages. These shifts in teacher education, as well as the type of training required for the preparation of future foreign language teachers, have been the object of numerous research studies carried out by experts of the European Commission and of the Council of Europe involved in the European language policies (Lopriore 2016c, 101). We are facing a gradual but unstoppable change in both the components and the approaches adopted in teacher education courses for foreign language teachers, specifically in those for teachers of English (Bayyurt and Akcan 2015; Bayyurt and Sifakis 2015a, 2015b; Brown 2002; Lopriore 2010, 2016a, 2016b, 2016c; Lopriore and Vettorel 2015, 2016; Matsuda 2002, 2017; Sifakis 2004, 2007; Sifakis and Bayyurt 2015 Vettorel 2015, 2016; Vettorel and Corrizzato 2016a, 2016b; Vettorel and Lopriore 2017). Raising teachers’ awareness of the current plurality of English and of its extended role as a lingua franca can indeed have significant repercussions in English language teaching and learning practices. Since the textbook remains one of the main pedagogic tools and reference points both for teachers and learners, teacher education should include moments devoted to a critical reflection upon and analysis of existing materials within a world Englishes (WE)- and English as a lingua franca (ELF)-aware perspective. Jenkins, in discussing ways of introducing an ELF-aware teaching approach in language courses, suggests: [...] planned innovations are only likely to be implemented effectively if the need for change is acknowledged by teachers themselves [...]. This is more likely to be the case if teachers have, themselves been involved in some way in the research that leads to the curriculum development. [...]…because learning about English is so important for teachers, a particularly good way to explore their beliefs and assumptions is through language awareness activities. (2007, 248–9). In this respect, this paper will illustrate how reflection on evaluating ELT materials from a WE- and ELF-aware perspective was carried out in two different teacher education contexts: Turkey and Italy. While the reflections of pre-and in-service foreign language teachers on ELF awareness of teaching materials will be explored at Boğaziçi University in the Turkish context, exemplifications from pre- and in-service courses run at Roma Tre and Verona University will be provided from the Italian context. The participants that feature in this chapter are referred to either with pseudonyms or with their initials in order to preserve their anonymity.

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... teaching and learning English in the outer/expanding circle contexts, including methodologies and materials used to teach English (e.g. Sifakis, 2015a, 2015b;Bayyurt, Lopriore and Vettorel, 2018;Guerra and Cavalheiro, 2019;Lopriore and Vettorel, 2019;Siqueira and Matos, 2019) English as a lingua franca has gained importance as an area of scientific enquiry in the late 1990s and early 2000s. The pioneers of the field -i.e. ...
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This chapter considers the research conducted on ELF-awareness and English language teacher education. It examines studies published in well-known journals and in edited volumes between the years of 2008 and 2018, and that focus on both preservice and in-service English language teacher education. Bearing in mind the results, this review reveals that pre- and in-service teachers continue to be largely dependent on standard norms and seem somewhat confused in terms of the implications of an ELF-aware pedagogy. In-service teachers also seem concerned especially about their teaching context and the restrictions associated with it. However, it is evident that English teachers are open to new ELF perspectives and could be potential agents of action if they receive the necessary educational and insitutional support.
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The author of the paper studied the experience and attitudes of 30 scholars working at a faculty in Serbia. The results of the questionnaire comply with the findings of much larger linguistic and sociolinguistic studies conducted on the subject in other non-English academic communities. Namely, to achieve personal academic goals and receive international recognition, all respondents are obliged to publish their papers in English. The choice of the publishing language is simple and does not depend on respondent's age, gender, degree of education, scientific field, knowledge of other foreign languages, and English competence. The choice of publishing language is obvious and comes down to English as a lingua franca (ELF) because 93% of scholars questioned consider English the most significant language for their scientific career and research field. Although they all publish their papers in ELF, most of these non-native speakers of English face both linguistic and non-linguistic issues in terms of lack of material resources, access to the latest research and technical problems. However, the bright side of the questionnaire is the finding that as much as 77% of respondents teaching at one faculty in Serbia publish their articles in the national journals in their native language. Thus, it is conclusive that ELF does not represent a threat to the Serbian language which still remains an important channel of publishing. Certainly, it is necessary to conduct a more extensive study on attitudes of a larger number of Serbian scholars regarding publishing in their native language and English, but this sample confirms that ELF is not necessarily a threat to local languages provided that it is regarded as a means of communication between scientists who do not speak the same native language.
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Abstract The current status of English as a lingua franca (ELF) not only has changed the dynamics of communication in international business, cultural and economic arenas but also has led some implications for English language teaching (ELT). With the emergence of ELF and the widespread ELF interactions among the people from a different linguistic L1 background in various contexts, ELT materials need to be reconceptualized, reassessed and modified (McGrath 2013, Siqueira 2015). In order to find out whether the audial skills-based tasks in the ELT coursebook cover the view of English as a lingua franca or not, the following research questions were addressed throughout the study: (1) To what extent do the listening and video tasks in the selected coursebook expose learners to interactions among non-native/nonnative and non-native/native speakers of English? (2) To what extent do the listening and video tasks in the selected coursebook expose learners to the non-native role models of English? And lastly, (3) How do the listening and video tasks in the selected coursebook approach culture? This current study applied a descriptive content analysis and all data were driven from the coursebook “English File” upper-intermediate students’ book, third edition by Oxford University Press. The results of the research reveal that the coursebook represents only one non-native role model in audial skills-based tasks, and there are just a few tentative attempts to refer to native/non-native interactions. Additionally, it seems that the coursebook adopts an essentialist view in terms of representing the cultural elements. In the light of the results, the study suggests some pedagogical considerations for language teachers and material designers in the sense that materials should be modified carefully in order to create an interculture awareness among the L2 students. Keywords: ELF, Coursebook evaluation, ELT, intercultural awareness
Article
This study underpins the integration of an English as a lingua franca (ELF)-oriented approach into traditional English language teaching (ELT) to develop learners’ full intercultural awareness and intercultural communicative competence (ICC). The aim is to inform prospective and senior teachers as well as practitioners about the need for adequate preparation for learners to face any speech situations involving native and non-native English speakers. Using informal classroom observations from different Italian education cycles, this study adopts a multidimensional approach to traditional ELT, combining some main ICC and ELF pedagogy tenets. Our discussion indicates that a dual teaching model, including the native English speaker (NES) model for the structural section of language teaching and learning and the ELF intercultural competent communicator model for the intercultural section, can be attained by shifting conveniently from model to model. Therefore, this study offers a fresh perspective on an extensively addressed topic by clarifying and explicitly combining the underlying connections between the main ICC and ELF tenets. This study intends to encourage teachers and practitioners to change their attitudes, perceptions, and concerns towards integrating ELF-oriented approaches into traditional ELT to tackle today’s intercultural communicative challenges outside the classroom.
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Teacher education is an influential factor in the implementation of TEIL. The present chapter provides first insights into the role of Global Englishes in the second phase of teacher education in Germany based on a qualitative study with teacher educators in the federal state of North Rhine-Westphalia. The results show that teacher educators generally attribute importance to Global Englishes in ELT. At the same time, they have several reservations and mixed views on non-American/non-British Englishes. In the second phase of teacher education, Global Englishes hardly play any role. Most teacher educators are influenced by inculcated standard language ideologies in favor of traditional TEFL and (idealized) standard norms. We therefore suggest that teacher educators in the second phase of teacher education in Germany should be made aware of Global Englishes and potential implications for ELT.
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The 10th Anniversary Conference of English as a Lingua Franca, held in Helsinki on 12-15 June 2017, had an exciting theme: “ELF and Changing English”. The general call for papers of the conference made reference to the function of ELF as “a pivotal driver of change in English” and underlined the need to “push the boundaries and explore possibilities of cross-fertilisation between different approaches to contemporary change in English”. In this context, the Colloquium that I put together in ELF10 aimed at inviting respected ELF scholars to reflect on the extent to which research in ELF is able to impact, and therefore inevitably change, English language teaching and learning in all its facets (most notably pedagogy, language learning materials design and implementation, assessment, policy, and, by extension, teacher education). The title of the Colloquium, which is also reflected in the title of this section, was “ELF-awareness in ELT: bringing together theory and practice”. It demonstrates the need for (a) developing a comprehensive model for linking, in whatever way, the ELF construct with the ELT domain, and (b) describing good practices that demonstrate this very link.
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Teacher education represents an essential step to raise awareness of the sociolinguistic changes brought about by the current pluralization of English and by its lingua franca role. Within the pre-service teacher education programs run at the Department of Foreign Languages and Literatures, University of Verona, Italy, part of the English language course focused on issues related to World Englishes (WE) and English as a lingua franca (ELF), aiming at fostering awareness of and active reflection upon their pedagogical implications. After taking into consideration recent developments in WEand ELF-aware teacher education, we will report on findings from a research study involving trainee teachers attending the aforementioned courses for English in academic years 2012-13 to 2014-15. The main aim of the study has been to investigate whether, how and to what extent trainee teachers’ pedagogical knowledge and reasoning about a WE and ELF-informed perspective in teaching practices may undergo a change after attending these courses. Drawing upon different sets of data (questionnaires, reflections in e-learning discussion forums, interviews and final reports), the trainees’ increased awareness of and readiness to include a WEand ELF-informed didactic approach after attending the course will be discussed, together with implications for foreign language teacher education.
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Research on ELT textbooks has repeatedly shown that materials have traditionally tended to focus on ‘established’ and standard representations of language, most often presenting British — and to a certain extent American — Standard varieties as the sole valid exemplifications of the English language, failing ‘to acknowledge the increased use of English among non-native speakers of English’ (Matsuda 2012a: 171). This approach has contributed to the promotion of a simplified monolithic view of the English language; furthermore, given the diversification brought about by the spread of English at a global level, it has been argued (e.g. McKay 2002, 2003; Matsuda 2003, 2012b; Seidlhofer 2004, 2011; Dewey and Leung 2010) that such an approach does not adequately prepare learners for the dynamic variety and plurality they will meet as English users.
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In the relatively few years since empirical research into English as a Lingua Franca began being conducted more widely, the field has developed and expanded remarkably, and in myriad ways. In particular, researchers have explored ELF from the perspective of a range of linguistic levels and in an ever-increasing number of sociolinguistic contexts, as well as its synergies with the field of Intercultural Communication and its meaning for the fields of Second Language Acquisition and English as a Foreign Language. The original orientation to ELF communication focused heavily, if not exclusively, on form. In light of increasing empirical evidence, this gave way some years later to an understanding that it is the processes underlying these forms that are paramount, and hence to a focus on ELF users and ELF as social practice. It is argued in this article, however, that ELF is in need of further retheorisation in respect of its essentially multilingual nature: a nature that has always been present in ELF theory and empirical work, but which, I believe, has not so far been sufficiently foregrounded. This article therefore attempts to redress the balance by taking ELF theorisation a small step further in its evolution.
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Recent work in the field of English as a Lingua Franca (henceforth ELF) has been focused on defining, delineating, and clarifying the nature of ELF. While some work has addressed issues of teacher education and training (see below for a review), we have yet to see a comprehensive proposal that aims both to educate English as a Foreign Language (henceforth EFL) or English as a Second Language (henceforth ESL) teachers about ELF and to engage them in developing, teaching, and evaluating ELF-aware lessons in their own teaching context. In this chapter we present the findings from a teacher education project that attempts to do just that. This project, based on a proposal of Sifakis (2007) and located at Bogazici University in Istanbul, aims (a) to educate in-service teachers from Turkey and Greece about ELF concerns and (b) to urge them to develop and teach ELF-aware lessons. One of the project’s original features is that it is entirely distance-oriented. It does not require teachers to attend face-to-face seminars in which they are told about ELF; instead, they read selections from the literature on global English, ELF, and English as an International Language (henceforth EIL), and respond to questions that prompt them to reflect on issues linking what they have read with their own teaching experience. Their responses are collected online for sharing and discussion in a Forum specially designed for the project. In the second phase of the project, the teachers develop, teach, and evaluate newly created lessons based on their understanding of ELF. We will summarise the theoretical background of the project, present some key findings, and discuss implications for ELF-aware teacher development programmes.
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The paper describes a framework for the education of ESOL teachers that is inspired by principles grounded in research on English as a lingua franca (ELF) and world Englishes (WE). The essential feature of such a framework is that it involves interested teachers in a critical reorientation of their beliefs toward English language teaching, learning and communication. This transformative framework informs what we call the ‘ELF-aware’ teacher education component. We then present a framework for a transformative perspective for ELF-aware and WE-aware teachers and describe the phases of a teacher education project that attempted to put this framework into practice.
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This chapter has two aims, which coincide with its two sections. In the first section we present a comprehensive proposal for “English as a Lingua Franca (henceforth ELF)-aware teacher education,” which is intended to provide continuing education for in-service teachers of English as a foreign language in Expanding Circle contexts. In this proposal, we define ELF “not so much through a pragmatics or sociolinguistics, or even a linguistics perspective (we do not have as yet a widely accepted, comprehensive orientation of ELF, although we have to stress that we do not reject any of the proposals put forward), but through a pedagogically informed perspective” (see www.teacherdevelopment.boun.edu.tr). While there have been numerous responses to the implications of ELF-related research for teachers (e.g., Bayyurt, 2006; Blair, forthcoming; Dewey, 2012; Jenkins, 2012), a comprehensive approach to the challenges involved has not been put forward yet (Bayyurt, 2012; Sifakis, 2009, Sifakis and Sougari, 2005). The teacher education model that we present here was initiated by Sifakis (2007, 2014), who was inspired by American adult educator Jack Mezirow’s framework of transformative education (Mezirow, 1991; Mezirow and Associates, 2000). ELF-aware teacher education model is intended not only to inform teachers but also to make them tangibly and critically aware of key ELF-related concerns, such as, for example, the non-native speaker’s production of comprehensible discourse when communicating with other non-native speakers. Such awareness challenges many teachers’ deep-seated convictions about language, communication, and teaching, but once achieved it opens new possibilities for teaching and learning.
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Book
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This paper considers the impact on pedagogy of ELF research and theory in relation to language teacher education and development. As has been much remarked, research in ELF has reached the point where established principles and sanctioned good practice in ELT (English Language Teaching) require substantial reassessment. Empirical work and theoretical discussions pose profound questions to the ELT profession, with major implications for common beliefs and assumptions about all manner of concerns, especially the language syllabus, teaching materials, and language assessment. Yet, as we have also seen, any discussion of major change in pedagogy tends to provoke controversy and unease among practitioners. There has thus far been relatively little indepth exploration of what teachers might do to incorporate an ELF perspective in practice. Modifying the curriculum or materials in response to ELF requires fundamental rethinking and (re)training in approaches to teaching. This paper reports ongoing attempts to engage and work collaboratively with ELF‐aware teachers to re‐examine current methodology and practice in context‐ relevant ways. Only by working with teachers can we properly explore the feasibility of incorporating an ELF perspective in order to move beyond a norm‐driven approach.
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Moving beyond the historical and theoretical traditions that have defined teacher education in TESOL over the last quarter century, in this introductory piece we argue for a reconceptualization of the knowledge-base of ESOL teacher education. Essential to this reconceptualization is the premise that the institutional forms and processes of teacher education frame how the profession responds to the basic sociocultural processes of learning to teach. As such, our teacher education practices constitute our professional self-definition. We argue that the core of the new knowledge-base must focus on the activity of teaching itself; it should center on the teacher who does it, the contexts in which it is done, and the pedagogy by which it is done. Moreover, this knowledge-base should include forms of knowledge representation that document teacher learning within the social, cultural, and institutional contexts in which it occurs. Finally, we believe the knowledge-base of language teacher education needs to account for the teacher as a learner of teaching, the social context of schools and schooling within which teacher-learning and teaching occur, and the activities of both language teaching and language learning. This tripartite framework calls for a broader epistemological view of ESOL teacher education, one that accounts for teaching as it is learned and as it is practiced; we argue that it will ultimately redefine how we as teacher educators create professionals in TESOL.
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This paper describes some of the dilemmas which non-native teachers of English worldwide face as they are exposed to the competing discourses of educational ideologies and market forces and have to somehow reconcile the contradictory demands of global claims and pressures with the local conditions in which they work. It is argued that it is vital to resist a simple transfer of teaching approaches and attitudes originating from the Inner Circle to the Expanding Circle, where quite different conditions obtain. The status and role of non-native speaker teachers is explored in this paper, drawing on an empirical study of the self-perception of Austrian teachers, and suggestions are made as to how teachers can take advantage of their non-native speaker status and develop it as an important resource for asserting the needs and preferences of their specific Expanding Circle settings. Teacher education plays a crucial role in making teachers aware of their non-native assets and in preparing them explicitly to exploit these assets in the development of an appropriate pedagogy.
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Common knowledge: Pittsburgh is a school networking project which is developing network connectivity and curricular applications in the Pittsburgh Public Schools. With its emphasis on the curriculum and its efforts to institutionalize the use of networking technology, the project offers a useful model for other school districts to follow. The present paper describes how the project has expanded from its initial structure, delineates specific products that have been produced and indicates directions in which future expansion is likely to take place.
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This paper summarizes recent psychological research and theory on the topic of consciousness and looks at three questions in second language learning related to the role of consciousness in input processing: whether conscious awareness at the level of 'noticing' is necessary for language learning (the subliminal learning issue); whether it is necessary to consciously 'pay attention' in order to learn (the incidental learning issue); and whether learner hypotheses based on input are the result of conscious insight and understanding or an unconscious process of abstraction (the implicit learning issue). I conclude that subliminal language learning is impossible, and that noticing is the necessary and sufficient condition for converting input to intake. Incidental learning, on the other hand, is clearly both possible and effective when the demands of a task focus attention on what is to be learned. Even so, paying attention is probably facilitative, and may be necessary if adult learners are to acquire redundant grammatical features. The implicit learning issue is the most difficult to resolve. There is evidence for it, as well as for a facilitative effect for conscious understanding, but accounting for implicit learning may entail abandonment of the notion of unconscious 'rules'of the type usually assumed in applied linguistics.
A World Englishes course at a foundation university in Turkey
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