1. Foundations of an EIL-aware Teacher Education

Bayyurt, Yasemin; Sifakis, Nicos C.

doi:10.21832/9781783097036-003

Cited by 40 publications

(21 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Findings of data analysis in this study shows that the majority of teacher aired doubts about the feasibility of teaching English as a pluricentric language. This is probably because WE/EIL/ELF is not ‘readily specified as a teaching and learning construct’ (Bayyurt & Sifakis, , p. 6).…”

Section: Resultsmentioning

confidence: 99%

World Englishes in English language teaching

Sadeghpour

Sharifian

2019

World Englishes

View full text Add to dashboard Cite

This study explores the perceptions of English language teachers about the place and relevance of world Englishes (WEs) in English language teaching (ELT) in Australia. For this aim, 56 English teachers from all Kachruvian Circles working in Australia were interviewed.The interviews were thematically and qualitatively analysed and the results indicate that all participants were aware of the emergence of WEs. Most of the participants perceived WEs relevant to ELT in Australia; however, they believed that the inclusion of WEs in ELT may not be practical and should not go beyond developing learners' awareness of the existence of diversity in the landscape of English. The disconnection between teachers' theoretical knowledge aboutWEs and practical knowledge on how to integrate WEs into ELT, and contextual factors such as time constrains and students' expectations were found to undermine teachers' confidence for teaching English as a pluricentric language.

show abstract

Section: Resultsmentioning

confidence: 99%

World Englishes in English language teaching

Sadeghpour

Sharifian

2019

World Englishes

View full text Add to dashboard Cite

show abstract

“…In what follows, we aim at establishing a link between ELF-awareness and its relevance to EFL contexts (Bayyurt & Sifakis, 2017). Then, we will briefly offer a description of the Turkish, Portuguese and Polish EFL teacher education contexts and constraints arising therein.…”

Section: English As a Lingua Franca In Efl Contextsmentioning

confidence: 99%

English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

Bayyurt¹,

Kurt²,

Öztekin³

et al. 2019

Eurasian Journal of Applied Linguistics

Self Cite

View full text Add to dashboard Cite

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.

show abstract

“…Therefore, English is influenced by both its native and non-native speakers (Crystal, 2012). Bayyurt and Sifakis (2017) proposed that tasks and activities should be designed to raise EIL/ELF/GE awareness and help learners make associations between their own local contexts and international realities to reconsider their attitudes towards standard varieties and norms. In EIL paradigm, English language is considered as a means to present one's own concerns and local culture to others around the globe (McKay, 2003).…”

Section: English As An International Language (Eil)mentioning

confidence: 99%

“…A valuable growing body of research on English as an International Language (EIL) (e.g., McKay, 2002;Sharifian, 2009;Alsagoff et al, 2012;Matsuda, 2012;Zacharias & Manara, 2013) has paved the way for the growth of EIL pedagogy. Research demonstrates that, while there is an increasing acceptance of the learners' needs to use English efficiently in communications involving other non-native speakers, teachers regard their role as the custodians of Standard varieties of English (Bayyurt & Sifakis, 2017). However, according to Kramsch (2014), in the past decade "world has changed to such an extent that language teachers are no longer sure of what they are supposed to teach nor what real world situations they are supposed to prepare their students for" (p. 296).…”

Section: Teacher Roles In Eil Pedagogymentioning

confidence: 99%

English teachers’ attitudes toward their new roles promoted by English-as-an-international-language pedagogy

Rahimi

Pakzadian

2019

ITJ

View full text Add to dashboard Cite

Teaching English as an International Language (EIL) has gained significant ground in recent years. However, the successful implementation of EIL pedagogy largely depends on teachers’ attitude toward EIL. As such, exploring teachers’ attitudes toward principles of EIL pedagogy is of paramount significance. To this end, we examined teachers’ attitudes toward their new roles promoted by principles of EIL pedagogy. Four major findings emerged. First, teachers still consider native accent the correct model. Second, participants were not aware of their role as promoters of intercultural competence, and culture was not a planned part of the curriculum. Third, the teachers were mostly passive consumers of commercial textbooks instead of being critical users of instructional materials. Fourth, the majority of participants were not critical users of teaching methodologies. The implications of our findings for language teacher education in the contexts of EIL are also discussed.

show abstract

1. Foundations of an EIL-aware Teacher Education

Cited by 40 publications

References 0 publications

World Englishes in English language teaching

World Englishes in English language teaching

English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

English teachers’ attitudes toward their new roles promoted by English-as-an-international-language pedagogy

Contact Info

Product

Resources

About