Promoting Awareness of Englishes and ELF in the English Language Classroom

Lopriore, Lucilla; Vettorel, Paola

doi:10.1057/9781137398093_2

Cited by 32 publications

(15 citation statements)

References 41 publications

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“…The third challenge, diversity awareness, which is much discussed by ELF researchers (Bayyurt & Sifakis 2015, Lopriore & Vettorel 2015, Sifakis et al 2018, Sung 2018, Wang 2015, is not an uncommon topic for EIL and WE scholars, as well. As was shown above, diversity has become a key word for talking about EIL.…”

Section: The We Paradigm and How It Differs From Other Theoriesmentioning

confidence: 99%

“…Третья проблема -осознание различий, -широко обсуждаемая исследователями английского как лингва франка (Bayyurt & Sifakis 2015, Lopriore & Vettorel 2015, Sifakis et al 2018, Sung 2018, Wang 2015, объединяет их с исследователями английского как международного языка и вариантов английского языка. Как показано выше, разнообразие стало ключевым словом в исследованиях английского как международного языка.…”

Section: парадигма вариантов английского языкаunclassified

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Varieties of English and Kachru’s Expanding Circle

Proshina

Григорьевна²,

Nelson

et al. 2020

Russian Journal of Linguistics

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In this overview article, we present the motivations for compiling this issue of RJL and summarize the major premises of the World Englishes (WE) Paradigm. The focus is on the relations between the WE school of thought and the paradigms that branched from it, i.e. English as a Lingua Franca (ELF) and English as an International Language (EIL). The statuses of Englishes in the Kachruvian Expanding Circle that function mainly as lingua francas in international communication is one of the most controversial issues in sociolinguistics. We discuss the misconceptions regarding the Expanding Circle Englishes. Finally, we give a brief survey of the articles contributed to this issue, which develop theoretical and empirical material for the WE paradigm.

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Section: The We Paradigm and How It Differs From Other Theoriesmentioning

confidence: 99%

Section: парадигма вариантов английского языкаunclassified

Varieties of English and Kachru’s Expanding Circle

Proshina

Григорьевна²,

Nelson

et al. 2020

Russian Journal of Linguistics

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“…Many studies have conducted around the ELF framework, investigating different aspects and issues around the intelligibility issue, especially the pronunciation (O'Neal, 2015;Ren, Chen, & Lin. ; and the classroom practice adapting the ELF framework (Kohn, 2015;Lopriore & Vettorel, 2015). However, not many studies have explored the intelligibility teaching practice within classroom, revolving around ELF framework (Lim, 2016), especially for a native preservice teacher teaching in an expanding country which English implementation is scarce in the society.…”

Section: Advances In Social Science Education and Humanities Research Volume 546mentioning

confidence: 99%

An Investigation Into Foreign Pre-Service Teacher’s Intelligibility in an International Teaching Program

Wirza¹

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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In this globalization era, schools have grown diverse where in one classroom both teachers and students do not share the same language and culture. This condition gains interests from pre-service teachers to be participating in international teaching practicum programs. To be successful in this program, teachers are required to acquire the requisite abilities to teach both linguistically and culturally diverse classroom. This issue highlights the interaction between students and teachers when both sides have different linguistic and cultural background. Thus, this study intends to see the pre-service teacher's intelligibility, which is important to see the success of learning and teaching process in the classroom. This study also aims to check how the pre-service teacher overcomes the challenges in communication within foreign country. The participants of this study are a foreign pre-service teacher with both linguistically and culturally diverse background and Indonesian junior high school students grade VII. This study employs qualitative case study design, with multiple sources to gather the data needed such as classroom observation and interview. The data analysis is expected to reveal the level of intelligibility from the pre-service teacher who is participating in the international teaching program and the elaboration from how to overcome the challenges within international communication during the teaching and learning process in the classroom.

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“…The importance of the TFA program is that it was the first time that universities were responsible for training teachers of English in the Italian context. Although this program also trains participants in the teaching of English language skills and language testing, trainee teachers can be exposed to information on issues related to the current status of English via examples from World Englishes (WE) and ELF (Lopriore & Vettorel, 2015;Vettorel, 2015Vettorel, , 2016Vettorel & Lopriore, 2013). In Turkey, pre-service teacher education is obligatory to be qualified as an English language teacher.…”

Section: English As a Lingua Franca In Efl Contextsmentioning

confidence: 99%

English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

Bayyurt¹,

Kurt²,

Öztekin³

et al. 2019

Eurasian Journal of Applied Linguistics

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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.

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Promoting Awareness of Englishes and ELF in the English Language Classroom

Cited by 32 publications

References 41 publications

Varieties of English and Kachru’s Expanding Circle

Varieties of English and Kachru’s Expanding Circle

An Investigation Into Foreign Pre-Service Teacher’s Intelligibility in an International Teaching Program

English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

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