Because of the growing number of interactions in English between people from different linguacultures, English as a lingua franca (henceforth ELF) has become a widely investigated research area. Its heterogenous, flexible and variable nature demands for a shift in English language classroom practices. Although there has been an increase in researching ELF pedagogical implications, its practical applicability in classroom instruction, materials development, teacher education, assessment and testing is still largely unexplored and unclear. The present paper focuses on the impact of ELF on English language pedagogy with special attention paid to classroom materials evaluation and design. The author discusses some vital theoretical issues concerning ELF and their implications for teaching English in relation to changes in pedagogical goals and approaches. The main part of the paper constitutes a list of guidelines for the development of ELF-aware classroom activities. Finally, and most importantly, some examples of ELF-aware activities designed by the author are presented and discussed. The paper is intended for those EFL practitioners who wish to explore how to make use of ELF research findings in practice. It may be also of interest to materials writers and teacher educators.
The present article focuses on the impact of English as a Lingua Franca (ELF) research on English language pedagogy in relation to teaching materials and, more specifically, the way culture and different varieties of English are included in them. Moving beyond the traditional native speaker norm-based approach to teaching English requires a substantial reassessment and rethinking of teachers' current beliefs, assumptions and classroom practices. The author seeks to investigate teachers' prevailing attitudes towards this development. The first part of the paper discusses some vital theoretical issues concerning ELF and their implications for teaching English with special attention paid to classroom materials. The concept of ELF-aware teaching is also introduced. The findings of the empirical study which aimed at investigating whether English language teachers in the Polish context follow ELF-aware pedagogy based on cultural diversity are presented then. More specifically, the respondents' attitudes towards ELT materials embracing various cultures and accents are discussed.
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