Chapter 8. Re/considering the English language teacher education programs in Turkey from an ELF standpoint: what do the academia, pre-service and in-service teachers think?

İnal, Dilek; Özdemir, Esra

doi:10.1515/9783110335965.135

Cited by 13 publications

(5 citation statements)

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“…EFL paradigm is so prevalent in Turkey that in 2011, the government and MONE launched "Turkey to Hire" project which aimed to recruit 40000 native speaker teachers to work collaboratively with local EFL teachers in schools (see Coşkun, 2013). ELF research in Turkey has so far investigated the conceptualization and use of ELF from perspectives of in-service English language teachers İnceçay & Akyel, 2014;Karakaya & Hatipoğlu, 2017;, pre-service teachers and faculty members in ELT programs (İnal & Özdemir, 2015;Kaçar & Bayyurt, 2018;Kemaloglu-Er & Bayyurt, 2016;Öztürk, Altınmakas & Çeçen, 2009), and students (Kaypak & Ortaçtepe, 2014). To best of our knowledge, only Akar (2002) conducted a large-scale study on the use of English by business professionals in Turkey, but not from the perspective of BELF.…”

Section: The Role Of English and Elf Research In Turkeymentioning

confidence: 99%

Conceptual Transition from English as a Foreign Language to BELF

Altınmakas¹,

Çeçen²,

Tülüce³

et al. 2018

HUJE

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Business professionals, who use English language in their daily interactions at global corporate companies in Turkey, have been educated within the paradigm of teaching and learning of English as a Foreign Language (EFL). However, as most of their interactions in business world take place with speakers of other languages in multilingual/cultural settings, these professionals' use of English language as Lingua Franca (ELF) may commence to function in different domains with different purposes and communicative outcomes within the paradigm of BELF. However, to our best knowledge, how business professionals in Turkey use and conceptualize English language in their daily business domains and how they position themselves as users of English and BELF have not been investigated. With this aim in mind, we conducted a research with 19 business professionals working at global companies in Istanbul. The data was collected through a survey administered with 19 business professionals and semi-structured interviews with five informants working in top positions at those companies which serve global customers. The findings of the study revealed that business professionals in Turkey are in a state of flux between the two paradigmsi.e., EFL and ELF toward the construction of BELF because EFL and ELF co-exist in their minds.

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Section: The Role Of English and Elf Research In Turkeymentioning

confidence: 99%

Conceptual Transition from English as a Foreign Language to BELF

Altınmakas¹,

Çeçen²,

Tülüce³

et al. 2018

HUJE

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“…In order for a shift in perspective to take place, making English language teachers aware of these issues appears, thus, essential, first of all because it can familiarize them with the current sociolinguistic reality of the language they are teaching, and secondly since it can foster critical reflection on implications for pedagogical approaches (e.g., Dewey, 2012Dewey, , 2014Dewey, , 2015aİnal & Özdemir, 2015;Seidlhofer, 2011;Widdowson, 2015). Furthermore, it can provide opportunities to critically engage in the evaluation of existing materials, and to devise activities and task that are WE-and ELF-aware, adapting and suiting them to each specific learning and teaching context.…”

Section: Introductionmentioning

confidence: 99%

Fostering awareness of the pedagogical implications of World Englishes and ELF in teacher education in Italy

Vettorel

Corrizzato

2016

SSLLT

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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 WE-and 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 WE-and ELF-informed didactic approach after attending the Paola Vettorel, Sara Corrizzato 488 course will be discussed, together with implications for foreign language teacher education.

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“…Since teachers, along with students, are considered major agents of change, their insufficient understanding of the emerging realities of this language may result in their continued promotion of native English norms in ELT classrooms. Updating teachers' English knowledge entails increasing their awareness of the language's current sociolinguistic reality and its implications for the classroom (Dewey, 2015;İnal & Özdemir, 2015;Seidlhofer, 2011). English teachers who are aware of ELF are more likely to make sound pedagogical choices regarding classroom practices.…”

Section: Results Discussion and Suggestionsmentioning

confidence: 99%

Turkish EFL Students' Perceptions of ELF and its Pedagogical Implications

Geckinli

Yılmaz

2021

Sakarya University Journal of Education

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English has established itself as a lingua franca for people from a variety of linguistic and cultural origins in today's more globalized world. As a result, English's current position is likely to have an effect on both EFL students' perceptions of the language and its pedagogy. The purpose of this study was to elicit students' perspectives of English as a lingua franca (ELF) - defined as a common medium of communication for persons with varied linguistic and cultural origins - and its instructional implications. To do this, data were gathered through the use of a five-point Likert-scale questionnaire devised by the researcher. The survey sampled 570 Turkish EFL students enrolled in a foundation university's English preparatory program in the Istanbul province. The findings indicated that EFL students were unsure not just about English's standing as a lingua franca, but also about its instructional consequences. In other words, they were cautious to endorse such a novel concept. In light of these significant findings, implications for language teaching/learning scenarios were discussed, as well as ideas for additional research.

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Chapter 8. Re/considering the English language teacher education programs in Turkey from an ELF standpoint: what do the academia, pre-service and in-service teachers think?

Cited by 13 publications

References 0 publications

Conceptual Transition from English as a Foreign Language to BELF

Conceptual Transition from English as a Foreign Language to BELF

Fostering awareness of the pedagogical implications of World Englishes and ELF in teacher education in Italy

Turkish EFL Students' Perceptions of ELF and its Pedagogical Implications

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