Emancipating myself, the students and the language: Brazilian teachers’ attitudes towards ELF and the diversity of English

Abstract

A great amount of the findings in ELF research has not yet reached the regular practitioner in different parts of the world. Despite the fact that ELF research has been solidly advancing, very little has been found out about teachers’ questioning their role in the context of ELF, the global position of English, their role in possibly reproducing or resisting discourses of dominance, inequalities, hegemony, among others. This paper investigates teachers’ attitudes towards ELF, and what influences them, with pre- and in-service teachers in Brazil, the former from a public university and the latter from a prestigious language institute located in Salvador, the capital city of Bahia, Brazil. The findings have shown that regardless of the differences in experience and background knowledge, both groups have demonstrated a very positive attitude towards ELF, although many questions and doubts were brought up when it came to conceiving the teaching of ELF-oriented classes on a regular basis. At a broader level, both groups highlighted the link between an ELF-oriented pedagogy and emancipation and open-mindedness, a way of liberating the teachers from the straightjacket of traditional ELT.

Students’ Attitude towards Translanguaging Strategy in a Classroom Setting at Private Universities of Lahore

“…The main reason of using this strategy is important for teachers to use translanguaging in the following situations, addressed the students' acceptance of teachers' translanguaging practices in the classroom. In a supportive way, Cogo and Siqueira (2017) discussed teaching believes and attitudes regarding translanguaging practices; it is crucial considering the possible development of a language aware approach.…”

ODİ İletişimi: Pedagojik Katalizörden ODİ Oyun Değiştiriciye

“…With its social constructivist reconceptualization, ELT becomes pedagogically sensitive to speaker-learners' inherent need and capability for emancipation. This is what makes ELT receptive to the pedagogical implications of ELF communication emphasized in studies on teachers' ELF-aware attitudes (Bayyurt et al, 2019;Cogo & Siqueira, 2017) and in the context of ELF-aware teacher education (Sifakis et al, 2018). It also creates a pedagogical basis for the decolonializing perspective discussed by Siqueira (2020).…”