“…The connection between ELF-awareness and English language teaching has been recently well documented by various researchers in EFL contexts (Bayyurt & Sifakis, 2015a, 2015bBiricik-Deniz, Özkan & Bayyurt, 2016;Guerra & Cavalheiro, 2018;Kemaloğlu-Er & Bayyurt, 2018;Kordia, 2018).…”
Section: English As a Lingua Franca In Efl Contextsmentioning
confidence: 80%
“…In order to achieve progress in changing teachers' mindsets about their already existing ELT practice, we should start from theory and continue with the implementation of teachers' newly developed perspectives into their actual teaching practice. In this pedagogical approach, the final step is recording teachers' critical reflections on what happens when teachers implement an ELF-aware approach in their classrooms (see Bayyurt & Sifakis, 2015a, 2015bSifakis, 2014;Sifakis & Bayyurt, 2015 for a detailed description and implementation of the model). In this paper, we will explore the extent to which teachers are aware of ELF and whether they are familiar with the idea of ELF-aware teaching.…”
Section: Elf-awareness In English Language Teaching and Teacher Educamentioning
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 connection between ELF-awareness and English language teaching has been recently well documented by various researchers in EFL contexts (Bayyurt & Sifakis, 2015a, 2015bBiricik-Deniz, Özkan & Bayyurt, 2016;Guerra & Cavalheiro, 2018;Kemaloğlu-Er & Bayyurt, 2018;Kordia, 2018).…”
Section: English As a Lingua Franca In Efl Contextsmentioning
confidence: 80%
“…In order to achieve progress in changing teachers' mindsets about their already existing ELT practice, we should start from theory and continue with the implementation of teachers' newly developed perspectives into their actual teaching practice. In this pedagogical approach, the final step is recording teachers' critical reflections on what happens when teachers implement an ELF-aware approach in their classrooms (see Bayyurt & Sifakis, 2015a, 2015bSifakis, 2014;Sifakis & Bayyurt, 2015 for a detailed description and implementation of the model). In this paper, we will explore the extent to which teachers are aware of ELF and whether they are familiar with the idea of ELF-aware teaching.…”
Section: Elf-awareness In English Language Teaching and Teacher Educamentioning
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.
“…Accordingly, many teachers who have experience with this research and its application, now bring into the classroom examples from diverse uses and users of English. Learners become familiar with different native and nonnative varieties of English (Bayyurt & Altınmakas, ; Bayyurt & Sifakis, , ; Kemaloğlu‐Er & Bayyurt, ) and adjust their speech in English to be understood by people from diverse language proficiencies and backgrounds. Canagarajah points out: The speakers are able to monitor each other's language proficiency to determine mutually the appropriate grammar, phonology, lexical range and pragmatic conventions that would ensure intelligibility.…”
Section: Resultsmentioning
confidence: 99%
“…Accordingly, many teachers who have experience with this research and its application, now bring into the classroom examples from diverse uses and users of English. Learners become familiar with different native and nonnative varieties of English (Bayyurt & Altınmakas, 2012;Bayyurt & Sifakis, 2015a, 2015bKemaloglu-Er & Bayyurt, 2016) and adjust their speech in English to be understood by people from diverse language proficiencies and backgrounds.…”
Section: Resultsmentioning
confidence: 99%
“…Ownership of English is also mentioned by Widdowson () and other scholars in the field. However, Smith's () and Widdowson's () work on ownership of English paved the way for today's WE/EIL‐/ELF‐aware pedagogy scholars to rationalize their approach and promote equal opportunities for both native and non‐native teachers to use English confidentially without feeling disadvantaged against any standardized variety of English (Bayyurt, ; Bayyurt & Sifakis, , ). Since it is beyond the scope of this article to discuss the terminological issues related to EIL and its implications for native and nonnative users of English, the rest of the discussion will be focusing on intelligibility, which is another term Smith () emphasizes in his work together with other WEs/EIL scholars like Nelson () – issues that arise in communication among users of WEs and EIL.…”
This article examines Larry Smith's work on intelligibility issues in English as an International Language (EIL) contexts. In his seminal articles and books, Smith describes how intelligibility can be problematized in both intra‐/inter‐national contexts in relation to cross‐/inter‐/intra‐cultural communication purposes. As one of the guiding/founding scholars of the world Englishes paradigm, he is one of the first to describe the functions of English as an International Language in inter‐/intra‐/cross‐cultural communication in world Englishes. His views on intelligibility influenced various fields of study – including the English as a Lingua Franca (ELF) paradigm – ranging from its connection to comprehensibility to interpretability in national and international contexts in intercultural communication studies to its implications for an EIL‐aware pedagogical practice.
(In)equity, marginalization, and inclusivity for native English‐speaking teachers (NESTs) and non‐native English‐speaking teachers (NNESTs) have been an area of interest for TESOL scholars and researchers for the last two or more decades. In theory, TESOL, being a professional field, approaches the issue of the equal treatment of N/NESTs in the profession from an idealistic perspective. The stakeholders' (e.g., school administrators, students, parents) opinions about who a successful English teacher is often matter more than what the teachers' qualifications are. It is important to underline the fact that operating under this dichotomous approach, and neglecting teachers' qualities, qualifications, and credentials actually eliminates negotiations of being and becoming equal and damages the inherent values that inform the profession—social justice, equity, diversity, and inclusivity. This approach ignores the significance of teaching, learning, and using English as a global lingua franca where people from diverse linguistic backgrounds use English in connection with their own cultural context.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
