Multicultural awareness through English: a potential contribution of TESOL in Greek schools

Fay, Richard; Lytra, Vally; Ntavaliagkou, Maria

doi:10.1080/14675986.2010.533038

Cited by 18 publications

(11 citation statements)

References 16 publications

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“…Similar perceptions about the implications of research for appropriate teacher preparation are abundantly found beyond the ELF domain. In many such accounts, while the focus is largely on, say, improving or developing language learning materials on the basis of such research, the aspect of teacher education (or at least appropriate teacher preparation) seems to take a secondary, if any, (2010) and pedagogical pragmatics (2012) into the ESOL classroom, or with the extensive suggestions for improving the multicultural awareness component of existing language learning materials for the Greek state primary classroom in Fay et al (2010). Knapp (2011: 988) discusses the usefulness of an online dictionary for university students using English incorporating "pragmatic functions that are particularly relevant for teaching and learning at universities, e.g.…”

Section: Elf Research As An Opportunity For Change In Esol Teaching Pmentioning

confidence: 99%

ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education

Sifakis

2014

Journal of English as a Lingua Franca

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The paper discusses the challenges and opportunities that the English as a lingua franca (ELF) paradigm raises for ESOL teacher education. I argue that one of the prominent implications of the ELF paradigm for ESOL teachers is the need to review and ultimately change their convictions about key aspects of foreign language teaching, such as normativity, the role of native/non-native speakers, and the function of teacher feedback in the foreign language classroom. I review evidence from the ELF literature that supports such a perspective and discuss the kind of reflective reviewing that teachers need to engage in. I argue that, while the critical approach is certainly the right way to go, it is not enough. What is necessary is a more rigorous approach that would go beyond merely exposing teachers to the principles and criteria of ELF and prompt them to critically consider and ultimately transform their deeper convictions about these issues. I present a framework for such a transformative perspective that aims at educating the ELF-aware teacher. Η επίγνωση της Αγγλικής ως Lingua Franca ως μια ευκαιρία για αλλαγή: μια μετασχηματιστική προοπτική για την επιμόρφωση των καθηγητών αγγλικής Περίληψη: Το άρθρο εξετάζει τις προκλήσεις και τις ευκαιρίες που εμφανίζονται ως αποτέλεσμα της έρευνας στο πλαίσιο της αγγλικής ως διεθνούς lingua franca (English as a lingua franca / ELF) για την εκπαίδευση των καθηγητών αγγλικής σε ομιλητές άλλων γλωσσών. Στο άρθρο υποστηρίζω ότι μία από τις σημαντικότερες επιπτώσεις του παραδείγματος ELF για τους εκπαιδευτικούς της αγγλικής ως ξένης γλώσσας είναι η ανάγκη επανεξέτασης και μετασχηματισμού πεποιθήσεών τους σχετικά με βασικές πτυχές της διδασκαλίας ξένων γλωσσών, όπως η κανονιστικότητα, ο ρόλος των φυσικών/μη-φυσικών ομιλητών και η λειτουργία Nicos C. Sifakis: Hellenic Open University. της ανατροφοδότησης που παρέχουν οι εκπαιδευτικοί. Επανεξετάζω δεδομένα από την πρόσφατη βιβλιογραφία τα οποία στηρίζουν μια τέτοια προοπτική και παρουσιάζω το είδος του κριτικού αναστοχασμού στον οποίο καλούνται να εμπλακούν οι εκπαιδευτικοί. Υποστηρίζω ότι, ενώ το εργαλείο της κριτικής, ορθολογιστικής προσέγγισης είναι προς τη σωστή κατεύθυνση, δεν είναι επαρκές. Αυτό που απαιτείται είναι μια πιο αυστηρή προσέγγιση που θα προτρέψει τους εκπαιδευτικούς της αγγλικής να κατευθυνθούν πέρα από την απλή έκθεσή τους στις αρχές και τα κριτήρια της ELF και θα τους ωθήσει να εξετάσουν με κριτικοστοχαστικό πνεύμα, και τελικά θα μετασχηματίσει, τις βαθύτερες πεποιθήσεις τους σχετικά με τα παραπάνω ζητήματα. Με βάση αυτόν τον συλλογισμό, παρουσιάζω ένα πλαίσιο για μια μετασχηματιστική προοπτική με στόχο την κατάρτιση του εκπαιδευτικού της αγγλικής ως ξένης γλώσσας που λειτουργεί με ουσιαστική επίγνωση των αρχών και των συνεπειών της ELF.

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Section: Elf Research As An Opportunity For Change In Esol Teaching Pmentioning

confidence: 99%

ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education

Sifakis

2014

Journal of English as a Lingua Franca

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“…Archibald, Cogo and Jenkins 2011;Holliday 2005;Jenkins 2000Jenkins , 2007McKay 2002;McKay and Bokhorst-Heng 2008;Ryan 2012;Sharifian 2009;Sifakis 2004). Current debates about, for example, teaching English as an international language/lingua franca and about the potential of the English language classroom for developing multicultural awareness (Fay, Lytra and Ntavaliagkou 2010;Sifakis and Fay 2011) build upon earlier debates about the intercultural role of English (e.g. Baxter 1983).…”

Section: Introductionmentioning

confidence: 92%

Developing general cultural awareness in a monocultural English as a foreign language context in a Mexican university: a wiki-based critical incident approach

Vences

Fay

2013

The Language Learning Journal

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This article explores what the 'intercultural turn' might mean in the case of teaching English to speakers of other languages (TESOL). The discussion is contextualised in what has been termed the 'expanding circle' of English and focuses on an English as a foreign language (EFL) class in a Mexican university, a context where the full implications of a shift from EFL to English as a lingua franca (ELF) have yet to be addressed. We consider how the intercultural turn might be understood in this Mexican context and then present the rationale for, and design of, a technology-based (wiki) extra-curricular pilot project which adopted less of an EFL/cultural and more of an ELF/intercultural approach. We evaluate the evidence from this small-scale project in terms of students' developing general cultural awareness and suggest that this type of project, an example of the intercultural turn, might be more widely applicable in similar 'expanding circle' EFL contexts. IntroductionOver the last three decades, foreign language education has seen significant cultural and intercultural 'turns'. These turns, and the moves within them (Fay and Davcheva 2005: 147), tend to manifest themselves differently at specific times, in particular contexts and within the various language teaching specialisms (Fay and Androulakis 2011). Our discussion here considers these turns, and especially the most recent, from the perspective of a small-scale teaching of English to speakers of other languages (TESOL) project situated in a Mexican university.Such intercultural turns within TESOL have been partly shaped by the discussions of the complexities of the global English language phenomenon and the teaching implications of these complexities. These discussions were clearly evident in the 1980s (e.g.

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“…Exceptions are increasing; many of the authors in this volume have already taken steps to relate both fields (e.g. Baker, 2012Baker, , 2015Dervin, 2013;Fay, Lytra & Ntavaliagkou, 2010; see also Gu, Patkin & Kirkpatrick, 2014).…”

mentioning

confidence: 99%

Introduction – English as a Lingua Franca and Interculturality: Beyond Orthodoxies

Holmes¹,

Dervin²

2016

TheCultural and Intercultural Dimensions of English as a Lingua Franca

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Multicultural awareness through English: a potential contribution of TESOL in Greek schools

Cited by 18 publications

References 16 publications

ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education

ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education

Developing general cultural awareness in a monocultural English as a foreign language context in a Mexican university: a wiki-based critical incident approach

Introduction – English as a Lingua Franca and Interculturality: Beyond Orthodoxies

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