Culture, curriculum design, syllabus and course development in the light of BELF

Pullin, Patricia

doi:10.1515/jelf-2015-0006

Cited by 21 publications

(11 citation statements)

References 19 publications

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“…Accordingly, they can take actions in their ESP classrooms, design and develop materials to cater for these needs and train BELF aware Business students. In addition to raising teacher and learner awareness, what is also of high importance is developing curriculum in the light of BELF research findings as suggested by Pullin (2015).…”

Section: Resultsmentioning

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: Resultsmentioning

confidence: 99%

Conceptual Transition from English as a Foreign Language to BELF

Altınmakas¹,

Çeçen²,

Tülüce³

et al. 2018

HUJE

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“…Scholars in all of these fields have discussed the implications of their research for pedagogy and, as such, despite their different orientations, they have been identified as having a similar underlying ideology and placed under the Global Englishes umbrella term. Growing interest in the pedagogical implications of the globalisation of English is evident in the publication of entire books on the topic (Alsagoff et al, ; Galloway, ; Matsuda, , ; McKay, ; McKay & Brown, ; Rose & Galloway, ), sections on TESOL in Global Englishes books (Galloway & Rose, ; Jenkins, ; Y. Kachru & Nelson, ; Kirkpatrick, , ; Seidlhofer, ), articles related to Global Englishes in language teaching journals (Cameron & Galloway, ; Cogo & Pitzl, ; Fang & Ren, ; Galloway & Rose, , ; Jenkins, ; Jenkins, Cogo, & Dewey, ; Rose & Galloway, ; Rose & Montakantiwong, ; Sung, ; Suzuki, ; Syrbe & Rose, ), and articles on TESOL in Global Englishes journals (Berns, ; Galloway & Rose, ; Pullin, ). In recent years we have also witnessed reference to Global Englishes in TESOL practitioner books.…”

Section: Global Englishesmentioning

confidence: 99%

Global Englishes Language Teaching: Bottom‐up Curriculum Implementation

Galloway

Numajiri

2019

TESOL Quarterly

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In today's globalised world, the needs of English language learners have changed, particularly those learning to use the English language as a lingua franca. Growing research showcasing the global use of English as a lingua franca (ELF), the creativity of ELF users, and the diverse ways in which they negotiate successful communication in multilingual encounters has numerous implications for the field of TESOL. This article reports on a study with preservice and in‐service TESOL practitioners taking a Global Englishes for Language Teaching (GELT) option course in a 1‐year Master's in TESOL programme at a Russell Group university in the United Kingdom. The study explores attitudes towards GELT but also towards the proposals for, and barriers to, curriculum innovation as well as factors influencing such attitudes. Interviews (n = 21) and questionnaires (n = 47) revealed that attitudes remain norm bound, yet the study revealed a positive orientation towards GELT and provided insights into the feasibility of GELT‐related curriculum innovation and teacher education syllabus design. The study calls for more research with preservice and in‐service TESOL practitioners at different stages of the innovation process to ensure successful and sustainable GELT curricular innovation.

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“…Instead of it, the term "practitioner" is more acceptable by some researchers. P Pullin, (2015) summarized ftwo roles for the BE "practitioner". The first role is about BE teaching process, which is revealled from BE teaching contexts to the role as a consultant.…”

Section: -Business English Teacher 71-roles Of the Business English Teachermentioning

confidence: 99%

Teacher Competencies for Business English Purpose in the International Universities in Kurdistan

2020

ZJHS

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This study tries to show the specific competencies of Business English teachers (BET), which are including knowledge, skills and personal qualities. The business English teachers should experience those competencies. Thus, they can help BE teachers to care the business course successfully and discovering the requirements of BE learners easily. This study consists of four chapters, the first one deals with the introduction and several key definitions. The second chapter illustrates to the literature review, and theoretical issue about BE teachers, learners and the teaching process. The third chapter refers to the research design, results from an interview with BE teachers, SPS data analysis of BE learner"s questionnaires survived, discussions and findings. The last chapter includes a conclusion and recommendation. This study is a mixed -method study, including qualitative and quantitative methods. It involves interviews with (8) BE and ELT teachers, and questionnaires survived with (60) BE learners in the international universities in Kurdistan. The findings show that the high level of language proficiency is the most important competence of BE teachers. Then, having English language certification is considered as the most important BE knowledge. The interviewed teachers believed that business certification is not important. On the other hand, the BE learners prefer those teachers with a business-like attitude and appearance. So, two various ideas belong to their different needs. The BE teachers with the friendly, flexibility, reliability and self-confidence have the perfect personal quality according to the quantitative and qualitative results. In addition, both of them chose communication skills as the best method during BE teaching process. According to the quantitative results writing and reading e-mail, giving and listing presentations and communication with native speakers are useful ….. for practicing the English language. However. Listing to the BE program, reading magazines and watching TV are the useless source for using the English language. At the end, this study explains developing BE teachers either by training course or by self-developing.

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Culture, curriculum design, syllabus and course development in the light of BELF

Cited by 21 publications

References 19 publications

Conceptual Transition from English as a Foreign Language to BELF

Conceptual Transition from English as a Foreign Language to BELF

Global Englishes Language Teaching: Bottom‐up Curriculum Implementation

Teacher Competencies for Business English Purpose in the International Universities in Kurdistan

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