Today English has become the Lingua Franca or common language of many people, regardless of their being native or nonnative speaker of English all over the world. Therefore, it has become necessary to educate pre-/in-service teachers with an awareness towards the significance of the involvement of an "English as a lingua franca" (ELF) perspective in their language teaching practice in multilingual/multicultural contexts. In a rapidly changing world, many English language teachers and teacher trainers are cognizant of the impact of migration in their teaching contexts. However, it is still not very clear to what extent and in what context they are integrating ELF related issues in their language teaching practice. In this study, we make an attempt to unveil in-service teachers' beliefs about ELF in pedagogical practice in three different countries -Poland, Portugal and Turkey. In order to do that we have adopted a questionnaire from an earlier study investigating the involvement of culture in ELT in expanding circle contexts. The findings of the study revealed that although teachers in these contexts are aware of the significance of the inclusion of an ELF-aware perspective in ELT, they are still hesitant about its applicability in their own teaching context. This study has implications for raising English language teachers' awareness in conceptualizing how an ELF-aware pedagogical approach can be implemented in a multilingual/multicultural context.

The international role of English has made it the most taught foreign language in the world. As a result, standard native varieties have thrived as models within the field of English language teaching, particularly Standard British English and Standard American English, and alongside, the cultures associated with them. Although the majority of English language learners are part of Kachru’s Expanding Circle, teaching materials have continued to focus on native speaker models, neglecting many of the times other examples of successful communication among non-native speakers. Bearing this in mind, it is critical that teaching materials take on a more ELF-aware perspective, where intercultural communicative competence and intercultural awareness are fomented. In view of this, a comparative analysis was conducted between coursebooks in Portugal and Turkey. A locally published (LP) and an internationally published (IP) coursebook of the first year of secondary education from each country was analyzed. The aim of this analysis was twofold: to identify the similarities and differences between (1) Portuguese and Turkish EFL coursebooks and (2) LP and IP coursebooks in Portugal and Turkey, as far as an ELF-aware approach is concerned. After comparing the coursebooks and verifying that much can still be done for a more ELF-aware pedagogy, various implications are put forth for the sake of a more critical approach towards materials development.

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Private English tutoring, understood as the paid English teaching service offered to students to supplement their learning of English at school or prepare them for an examination in English, has become a popular out-of-school learning activity. In order to obtain deeper insights into its intricacies, the need arises to examine the experience of one of its pivotal stakeholders – the private tutors. This article is based on a phenomenographic study with a view to investigating the conceptions of private tutoring held by 15 English teachers from three countries (Poland, Portugal, and Turkey) who offer private teaching services in English in their local contexts. The findings suggest that there are at least three conceptions according to which private tutoring can be experienced by the participants: as a source of income, as helping, and as professional development. The study also poses the question if there is space for formal training of private tutors and calls for further research into English private tutoring

The common perception of Malaysians is that they are unable to speak fluently and communicate effectively in the English language as most Malaysians do not speak English as their first language. In a country that is full of diversity in terms of race and culture, it is only natural for Malaysians to be influenced by their first language when using English as their second language. This, however, creates a problem for undergraduates who are looking for job opportunities in both local and international companies because a potential employee's ability to communicate smoothly in English is an important criteria used by employers. This study intends to shed light on the occurrence of speech disfluencies and mispronunciations among undergraduates of a Malaysian university as well as to provide an explanation for those mispronunciations by comparing the phonetic system of the English language with the Malay and Mandarin language. With the results of this study, it is hoped that actions and measures can be taken by the academic authorities and other relevant parties to gradually improve the oral proficiency skills of undergraduates and help them to be more marketable in the future.

Summary is study deals with the cultural dimensions of EIL, which are analysed based on the following domains: (a) subjects' attitudes toward teaching about specific cultures (native and non-native); and (b) subjects' attitudes toward teaching about culture in general. In essence, a view of culture based on native cultures can emerge from three different approaches: it may promote British culture only, it may focus on both the UK and the US, or it may incorporate other English native cultures. Likewise, a more international viewpoint can also be offered from three perspectives: it may refer to ESL contexts only, it may present both ESL and EFL communities -including the local culture -or it may introduce international aspects not specific to any culture. However, the analysis of data in this study indicates that the subjects' attitudes toward teaching culture do not usually correspond to just one of these perspectives; rather, teachers display a manifold set of beliefs which may at times be closer or more distant to an international approach to teaching culture. Key words: English as an international language, language attitudes, cross-cultural communication, language pedagogyPovzetek Ta študija predstavlja kulturološke dimenzije angleščine kot mednarodnega jezika (EIL), ki jih analiziram s stališča (a) odnosov učiteljev do pouka določenih kultur (rojenih in tujih govorcev) in (b) odnosov učiteljev do pouka kulture na splošno. Dejansko izhaja pogled na kulturo, ki temelji na kulturah rojenih govorcev iz treh različnih pristopov: lahko promovira le britansko kulturo, lahko se osredinja tako na britansko kot ameriško kulturo, ali pa vključuje druge kulture rojenih govorcev angleščine. Podobno lahko tudi bolj mednarodno usmerjen pogled na kulturo razlagamo s treh vidikov: z vidika angleščine kot drugega jezika, z vidika angleščine kot drugega in tujega jezika, ki vključuje tudi lokalno kulturo, oziroma z mednarodnega vidika, ki ni specifičen za nobeno kulturo. Analiza podatkov, ki jih predstavlja ta študija, kaže na to, da odnos učiteljev do pouka kulture ne temelji na samo enem vidiku; učitelji imajo običajno različna stališča, ki so včasih bližja, včasih pa bolj oddaljena od mednarodnega pristopa k pouku kulture.Ključne besede: angleščina kot mednarodni jezik, jezikovni pogledi, medkulturna komunikacija, jezikovna pedagogika.

La investigación reflexiona sobre la práctica profesional docente del estudiante de matemática del IPMALA cursante de la Fase Integración Docencia Administrativa. Se muestra la realidad actual de la formación del docente de matemática, con la finalidad de divisar juicios oportunos dirigidos a los cambios curriculares que se vienen gestando. Se hace referencia a la visión teórica y legal que sustenta la práctica profesional docente en Venezuela. La metodología se centró en la descripción de las observaciones a un grupo de 15 futuros docentes de matemática en su práctica profesional. Los resultados muestran deficiencias en conocimientos matemáticos, planificaciones vacías en estrategias y en recursos innovadores, falta de competencias en evaluación de aprendizajes; y como positivo están: interés por mejorar la enseñanza, contextualización intra y extra-matemática, entre otros. Se sugiere la revisión del currículo de formación de profesor en matemática: que no fragmente lo

Following the trend that has emerged in most European educational contexts, Portugal is no exception and has witnessed an increasing number of multilingual/multicultural classrooms. According to the Ministry of Education, students from over 180 nationalities were enrolled in Portuguese schools in 2017. Consequently, English language teachers have had to adapt to this by acknowledging a gradual shift from the notion of correctness to appropriateness and intelligibility, reassessing the traditional learning target that focuses on native speaker norms. Thus, the scope of this chapter stems from Kirkpatrick (2007, p. 194), which advocates that "in aiming to teach and learn English in ways that would allow for effective communication across linguistic and cultural boundaries the focus of the classroom moves from the acquisition of the norms associated with a standard model to a focus on learning linguistic features, cultural information, and communication strategies that will facilitate communication." This study reports the findings of two questionnaires distributed to Basic and Secondary teachers (N = 133) and students (N = 100), as well as interviews with Basic Education students (N = 15), to ascertain their awareness of and attitudes towards English language teaching, learning and use in multilingual classrooms. Findings indicate the need for promoting teacher and learner competences that are crucial for responding to and building upon the diversity found in today's multilingual English language classrooms.