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Enletawa Journal
Issn (online) 2463-1965 Publicación continua enero-julio 2022 volumen 15 N.° 2
From EFL to ELF: In the Need to
Progressively Incorporate English as a Lingua
Franca in Colombian ELT
Del EFL al ELF: en la necesidad de incorporar
progresivamente el inglés como lengua franca
en el ELT colombiano
Jhon Eduardo Mosquera-Pérez
Reception: May 25, 2022
Approval: July 22, 2022
How to cite this article:
Mosquera, J.E. (2022). From EFL to ELF: In the Need to Progressively Incorporate English as a
Lingua Franca in Colombian ELT. ENLETAWA Journal,15(2), 1-19.
Reflection article.
BA in English Language Teaching and MA in English Language Teaching, Universidad
Surcolombiana. 4th semester student in the Master´s Degree in Learning and Teaching Processes at
Universidad Pontificia Bolivariana. Member of the research groups APRENAP (from Universidad
Surcolombiana) and LSLP (Literacies in Second Languages Project from Universidad Pontificia
Bolivariana). jhon58745@hotmail.com https://orcid.org/0000-0003-4027-3102
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in Colombian ELT
Jhon Eduardo Mosquera Pérez 2
Abstract
English as a lingua franca is a
phenomenon that has been gaining
importance in the last few years. In the
international scenario, scholarly literature
has already explored the possible
benefits of incorporating ELF in the ELT
field. In Colombia, however, the empirical
and conceptual studies on this area are
scarce. Keeping this in mind, this
reflective article discusses the possibility
of progressively incorporating ELF in the
Colombian ELT. In the first place, what
ELF is, is analyzed, and this and other
terms that have been used to refer to this
linguistic phenomenon are differentiated.
Second, some of the areas that need to
take into consideration (materials design,
assessment practices, to mention a few)
are presented if we want to integrate ELF
in Colombian ELT. Finally, some
conclusions are presented, as well as
potential research scenarios regarding
ELF.
Keywords: English, English language
teaching, English as a lingua franca.
Resumen
El inglés como lengua franca es un
fenómeno que ha ganado importancia en
los últimos años. En el escenario
internacional, la literatura académica ya
ha explorado los posibles beneficios de
incorporar ELF en el campo ELT. En
Colombia, sin embargo, son escasos los
trabajos empíricos y conceptuales sobre
dicha área. A la luz de esto, en este
artículo reflexivo se discute la posibilidad
de incorporar progresivamente ELF en
ELT en Colombia. En primer lugar, se
analiza qué es ELF y se diferencian este
y otros términos que se han utilizado
para referirse a este fenómeno
lingüístico. En segundo lugar, se
presentan algunas de las áreas que
deben tenerse en cuenta (diseño de
materiales, prácticas de evaluación, por
mencionar algunas) si se quiere integrar
ELF en el área de ELT en el contexto
nacional. Por último, se exponen algunas
conclusiones, así como posibles
escenarios de investigación en lo que
respecta a ELF.
Palabras clave: inglés, inglés como
lengua franca, enseñanza del inglés.
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 3
Introduction
“It [English] is yours (no matter who you are) as much
as it is mine (no matter who I am). We may use it for
different purposes and for different lengths of time on
different occasions, but nonetheless, it belongs
to all of us.” (Smith, 1976, p. 39)
In recent years, the number of scholars advocating the transgression from traditional
ELT (English language teaching) models has grown. A decade ago, for instance,
Macías (2010) highlighted the need to integrate an ELF (English as a lingua franca)
framework in Colombian ELT as a manner to show the plurality of English in
nowadays society. In line with the above, García (2013) reviewed the literature on
EIL (English as an international language) and although his main intention was to
establish the attempts that Colombian scholars had done for incorporating EIL in the
national scenario, he concluded that in this Latin American country not many
research studies nor conceptual literature having to do with the just mentioned area
of knowledge had been developed. Interestingly, he also determined that EIL ⎯or
ELF, as it is also commonly referred to⎯ may constitute a potential venue for
Colombian ELT. Since that moment onwards, it seems that the linguistic
phenomenon known as ELF has been gaining ground on the Colombian scene.
Even though it is not possible to affirm yet that ELF has become one of the most
prominent areas of research in Colombia, it is undeniable that it has been permeating
little by little certain academic contexts. Now, for example, it is possible to observe
that some undergraduate and master’s theses (Castro-López, 2018; Parra-Báez,
2021; Torres-García, 2018) have inquired into such a theme. Besides, some
research studies digging into EFL teachers’ perceptions and beliefs regarding ELF
and the impact that a course on world Englishes had on pre-service EFL teachers
understanding of ELT are being currently carried out (Macías-Villegas & Mosquera-
Pérez, 2022; Mosquera-Pérez et al. 2022). However, it appears that more theoretical
initiatives are being needed in order to more fully explore and understand the
possible impact that ELF may have for the overall ELT field. Considering these
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 4
aspects, within the frame of this reflective paper some reasons are considered why
we, ELT scholars and professionals working within the field, should make an effort
to gradually integrate ELF in our pedagogical practices.
Theorizing English as a Lingua Franca: What is it and What is its
Relationship with EFL (English as a Foreign Language)?
In broad terms, English as a foreign language (EFL) is a term that has been
historically employed with the purpose of referring to contexts where English is
taught as an additional language. Although at first this seems to be a very simplistic
definition of what EFL entails (and possibly the most adequate because of the
particularities of a country like Colombia), following the perspective of Mora (2022)
it is worth emphasizing that the general connotation of EFL goes far beyond.
According to the previous author, “the very notion of ‘foreign’: EFL is problematic
even from the actual definition of foreign” (Mora, 2022, p. 28). In Mora’s view, EFL
sells the idea of something that is distant, irrelevant, and inappropriate for the setting
and for people who are exposed to it. This specific aspect has been significantly
addressed in previous works (Mora, 2011, 2012, 2013, 2015; Mora, et al., 2019) and
after getting acquainted with the discussions that are presented in them, some
questions as the following raise: Is it justifiable to keep talking about the EFL/ESL
(English as a foreign language vs English as a second language) binary? Does
English merely represent a foreign language in Colombia? This considering that in
San Andrés and Providencia a new variety of the language emerged and was
adapted to fit the needs of the community. And, more importantly, will EFL models
continue to dominate the general field of English language teaching and learning in
the national context?
As stated at the very beginning of this paper, the underlying intention in writing this
article is to advocate the incorporation of an ELF framework in Colombian ELT
because as seen in the previous paragraph, it seems that it is no longer possible to
refer to English as a foreign language, regardless of the place.
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 5
The second definition to be presented is English as a lingua franca (ELF). Generally
speaking, ELF is a linguistic phenomenon that has been defined under different
lenses. To Firth (1996), ELF is a contact language between people who do not share
similar cultural backgrounds. Likewise, House (1999) conceptualizes ELF as
“interactions between members of two or more different lingua cultures in English,
for none of whom English is the mother tongue” (p. 74), while McKay (2018) asserts
that ELF is the type of interaction that native and non-native speakers of the
language hold through English.
Whereas the general term ELF seems to refer to the type of interaction that
individuals (native and non-native) maintain through English in diverse scenarios,
Macías (2010) suggested to be careful and have a clear notion of this, as different
terms have been across academic literature as a manner to refer to the way English
is being used in current times. English as a lingua franca (ELF), English as an
international language (EIL), World Englishes (WE), Global Englishes (GE) and even
English as an international lingua franca (EILF) have been some of these. However,
in the context of this paper, we will only focus on establishing the main differentiation
between the terms ELF and WE as we think that both encompass the general
essence of the phenomena being addressed.
English as a Lingua Franca and World Englishes: Two Phenomena with a High
Degree of Affinity
In an ongoing study on the matter, Mosquera-Pérez et al. (2022) establish a clear
differentiation between these two terms. According to the previous authors, ELF, as
suggested until now, refers to the type of interaction that individuals sustain using
English. Although such encounters may take place across diverse scenarios, these
normally occur within the frame of expanding and outer circle countries (see Kachru,
1992, for more information on the Kachru's three circles model). Nevertheless, it is
worth highlighting that the way English is being used has changed even in the
context of inner circle countries (the United States, the United Kingdom, Australia,
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 6
Canada) because of the influence that non-native communities are exerting on the
language.
World Englishes (WE), otherwise, is more aligned with the new varieties that have
emerged from the English language. In this sense, Kachru (1992) held that English
has been through several processes of “indigenization” and “territorialization”.
Consequently, nowadays it is possible to affirm that Asian English, African English,
European English exist, and that, at the same time, each one of these territories
count with their respective varieties (German English, French English, Singaporean
English, Trinidadian English, Chinese English, Japanese English, Ecuadorian
English, Colombian English, and the like).
Hence, while the general term of ELF introduces the idea of communication through
English across any of the three Kachruvian circles, WE is more associated with
changes at lexical, syntactical, grammatical levels that the English language has
gone through. This differentiation is made more explicit in the following figure:
Figure 1. ELF vs WE
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 7
All in all, it indicates that the state of English has changed, and it is also necessary
to make future English teachers aware of the contexts in which English is used
(whether native or non-native), and the changes it has experienced. Here are some
of the areas that need to be reconceptualized to fulfill that purpose.
Awareness Raising
Undoubtedly one of the very first actions that we should follow to progressively
promote the implementation of ELF in Colombian ELT should be raise awareness
about the current state of English. Concerning this aspect, previous scholarly
literature (Ceyhan-Bingöl & Özkan, 2019; Luo, 2016; Soruç & Griffiths. 2021) has
shown that when exposed to this type of knowledge, individuals respond positively.
A higher degree of awareness regarding the current state of English as well as a
more open attitude towards other varieties of the language are some of the most
recurrent findings after implementing these types of initiatives.
In order to promote ELF within the English classroom context, a series of authors
(Llurda & Mucano, 2019; Lopriore & Vettorel, 2018) have recommended some of the
following activities:
● Reflect about the extent to which English is present in the students’ context
● Expose prospective English teachers to varieties of English beyond the Inner
Circle
● Integrate methodologies that intersect between the global and the local
● Adapt course-books to include WE/ELF observation and recognition in their
lessons
● Identify appropriate authentic language resources
● Adapt authentic materials to specific activities and tasks
● Offer tasks on intercultural issues
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 8
● Develop tasks and materials where learners’ communicative competence is
inclusive of the ability of resorting to communicative strategies and to their
own plurilingual repertoires.
After having taken into consideration the previous recommendations, at the end of
this paper we also present an ELF aware lesson plan. As its same title suggests, its
main purpose is to make individuals more conscious about the role of English in
international contexts and for communities whose first language is different to this
one. We now move on to the next section which is related to the design and
development of materials.
Materials Design
As suggested by Macías (2010), other of the aspects that need to be
reconceptualized to successfully incorporate ELF is materials design. In this sense,
Lopriore and Vettorel (2018) claim it is also important to raise awareness among
educators about ELT materials so that “existing materials can be critically examined
and implemented with ‘authentic’ examples of the current complexity of Englishes
and ELF” (p. 98). This perspective aligns with Siqueira and Matos (2018) who
similarly suggest that to correctly implement ELF in the classroom context, language
learning materials play a fundamental role.
In order to successfully design ELF aware materials, Lopriore and Vettorel (2018, p.
103) propose to examine these under the light of the following guiding questions:
● What would you modify and why, in order to include WE- ELF aware materials
and activities?
● Would it be mostly a matter of activity or task types (i. e., teaching approach),
or a matter of resources and types of materials?
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 9
Here it is worth remarking that creating our own materials not only to incorporate
principles of English as a lingua franca but also to tackle sociocultural issues that
affect the different contexts where English takes place becomes fundamental. This
has been further supported by Colombian authors Guerrero (2008) and Núñez-
Pardo (2020) who highlight that ELT materials have historically sold superficial
notions of culture. Consequently, particularities of our South American context have
been disregarded.
In relation with this situation, Ramos-Holguín and Aguirre-Morales (2014) sustain
that it becomes vital to keep promoting materials design among English teachers
due to 3 specific motives: 1) the possibility for innovation that material design offers,
2) the opportunity of raising more diverse standpoints towards education and society
in general through this action, and 3) the chance to bridge the gap between what
takes place in formal schooling scenarios and within individuals’ particular realities.
In these authors’ viewpoints, this would not only lead to improving educational
teaching and learning conditions as such. Beyond that, it represents the perfect
opportunity “for teachers to become agents of change” (Ramos-Holguín & Aguirre-
Morales, 2014, p. 145).
In a more recent contribution Aguirre-Morales et al. (2022) further expand on the
reasons why EFL educators at all educational levels should assume a more active
role and create their own materials and highlight the fact that one of the aspects that
ELT materials (as it is the case of textbooks) have historically failed to address are
the particularities of the context in which the English language is taught. This is an
important element to bear in mind as not acknowledging the specificities of the
settings where the overall English teaching and learning process takes place may
lead to what has been regarded as a colonization of power, being, and knowledge
(Núñez-Pardo, 2020). In this way, ELT materials gain relevance and constitute an
important factor for challenging agendas that seek to maintain unequilibrated power
dynamics across different dimensions of society.
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 10
Since materials design represents one of the dimensions that may play a major role
in the integration of English as a lingua franca in Colombian ELT, two examples of
ELF aware materials are presented below.
Figure 2. The Current State of English Around the World
Source: Bouabdellah (2004)
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 11
English in Central América (Guatemala and
Nicaragua)
The first speaker is a 20-year-old female
student who was born in Guatemala City,
Guatemala. Link to listen to speaker 1:
https://www.dialectsarchive.com/guatemal
a-1
The second speaker is a 62-year-old female
retired homemaker who was born in
Managua, Nicaragua in 1953. Link to listen
to speaker 2:
https://www.dialectsarchive.com/nicaragu
a-1
English in Middle East (Syria and Lebanon)
The first speaker is a 24-year-old female
student who was born in Damascus, Syria in
1991. Link to listen to speaker 1:
https://www.dialectsarchive.com/syria-3
The second speaker is a 30-year-old male
researcher who was born in Beirut, Lebanon
In 1988. Link to listen to speaker 2:
https://www.dialectsarchive.com/lebanon-
2
Note: Main Aim: To expose individuals to varieties of the language spoken in non-native contexts.
Figure 3. English Around the World
ELF Aware Testing and Assessment
Concerning ELF and language assessment and testing, Newbold (2018) points out
that in 21 century it is essential for test designers, language teachers and school
administrators in general to incorporate principles of ELF in such procedures and
promote “ELF aware tests”. Newbold affirms this considering that even though
English has developed differently in various countries of the world, in previous years
large scale tests such as TOEFL, IELTS and other exams that provide international
certifications resorted principally to “an idealized native speaker as a default
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 12
standard by which to measure non-native speakers’ performance” (Newbold, 2018,
p. 215), and did not take into account the learners’ features and different degree of
experience with the language. Thus, more sensitive testing and assessment
procedures about NNs- NNs interaction are urgently needed.
The previous idea is reinforced by Kouvdou and Tsagari (2018) who claim that “ELF
aware assessment” is necessary to better assess English in multilingual settings.
Besides this argument, Kouvdou and Tsagari propose a series of principles to take
into account when designing ELF aware assessment: a) to prioritize strategic
competence and communicative effectiveness over linguistic accuracy and
approximation to inner circle standards, as NS norms are no longer valid to assess
English in international scenarios, b) to prioritize mutual intelligibility and negotiation
of meaning as ELF is principally used in contexts where communication takes place
mainly between NNs, and c) to emphasize on contextualization because “language
proficiency has to be contextualized, reflecting both the global and local needs of the
learners” (Kouvdou & Tsagari, 2018, p. 233) in different scenarios. To conclude,
Kouvdou and Tsagari (2018) recommend implementing alternative assessment
practices when intending to incorporate principles of ELF because these are more
flexible and open in nature, different to standardized tests which mainly follow inner
circle norms to assessment.
Conclusions
Although it appears to be that in Colombia we keep to implement methodologies that
continue to favor standard English (as most of the ELT materials we use are directly
brought from inner circle contexts), it is also undeniable that ELF has been gaining
interest by some scholars. It is observable in the recent number of studies and thesis
that have been carried out on this field of knowledge. Yet, more research is being
needed in order to better understand the way ELF has been permeating the
Colombian scenario since this action would allow determining if it is possible to talk
about a Colombian variety of English, as it has been suggested by some scholars
from the national scenario as it is the case of Macías (2010) and Mora (2022) who
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 13
contend that it is already time to consider English spoken in Colombia as a legitimate
variety of this language.
After writing this reflective paper it is possible to affirm that many areas of knowledge
must undergo a process of resignification in order to promote more actively the
inclusion of English as a lingua franca. Materials design, assessment, initial teacher
education and its intersection with professional development, to mention a few, are
some of those. Therefore, and taking these aspects into consideration, within the
context of this reflective paper we would like to invite other scholars and English
teachers from all educational levels to incorporate ELF in their pedagogical practices
as a manner to raise among prospective English teachers’ awareness about the
current state of English. It is of paramount importance, as by doing this prospective,
English teachers and individuals in general would have the opportunity of being
exposed to the richness of English in real world contexts (Macías, 2010), and would
also lead them to comprehend that although privileged (Guerrero, 2008; Mejía, 2006;
Mosquera-Pérez, 2022) English is only one of the multiples languages that exist in
our territory.
To conclude, it seems highly necessary to remark that although this article has
focused on how to progressively integrate English as a lingua franca in Colombian
ELT, as discussed by previous authors (Correa & Usma, 2013; Guerrero, 2008;
Mejía, 2006), it is also essential to keep promoting the integration of other languages
(foreign and indigenous) in the national context as these have been overshadowed
by the colonialist power of a language like English (Mahboob, 2011; Matsuda, 2017).
Therefore, promoting this action gains relevance because as language educators it
is our obligation not to continue spreading hegemonic discourses/ideologies that
favor native centered standards, and assume instead a more open and critical view
of reality with the intention of favoring intercultural understanding as well as the
recognition of sociocultural differences present in the field of language teaching.
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 14
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From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 17
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From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
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ANNEX 1: ELF AWARE LESSON PLAN
From EFL to ELF: In the Need to Progressively Incorporate English as a Lingua Franca in
Colombian ELT
Jhon Eduardo Mosquera Pérez 19
The above ELF aware lesson plan was designed taking into consideration the model presented by
Matsuda (2017).
