Revisiting language teaching materials in a time of change

Abstract

Abstract:The purpose of this contribution is to elicit a reflective perspective on the role and function of English language teaching materials traditionally used in the language classroom, in a time of change for English and for the pedagogical principles underlying its teaching. This time of change is represented by the emergence of English as a Lingua Franca (ELF), by the growing diffusion and use of information communication technology (ICT), by approaches to language learning inclusive of content (CLIL), and by contexts characterised by plurilingualism and multiculturalism An overview of what traditionally accompanies teachers and learners -from course-books to teachers' self-produced handouts -in the teaching-learning process of a language whose current status is undergoing major changes, is first presented. A reflective approach in the teaching of English within a moveable scenario where new language contacts are challenging English traditional standards and its varieties and the role of language for learning has been informing classroom practice, is then offered and implications discussed. This contribution has deliberately chosen to focus only on a few of the numerous research fields and tools that are emerging in the language classroom and within the teaching materials scenarios, such as the notion of authenticity, the use and role of corpora, the function of communicative and mediation strategies, the representation of culture and the emergence of intercultural competence. Implications and practical suggestions for teaching materials follow each of the sections.Keywords: teaching materials, authenticity, English as a Lingua Franca, language awareness, change Resumo: O objetivo deste artigo é apresentar uma perspectiva reflexiva sobre o papel e a função dos materiais didáticos de língua inglesa tradicionalmente utilizados na sala de aula de língua, em um momento de mudança para o inglês e para os princípios pedagógicos subjacentes ao seu ensino. Este momento de mudança é representado pelo surgimento do inglês como Língua Franca (ELF), pela crescente difusão e uso da tecnologia de comunicação de informação (TIC), por abordagens de aprendizado de línguas inclusive de conteúdo (CLIL) e por contextos caracterizados por Plurilinguíssimo e multiculturalismo. Uma visão geral do que tradicionalmente acompanha os professores e aprendizes -desde livros de cursos até as apostilas produzidas pelos professores -no processo de ensino-aprendizagem de uma língua cujo status atual está sofrendo grandes mudanças, é apresentado pela primeira vez. Uma abordagem reflexiva no ensino de Inglês em um cenário móvel, onde novos contatos de idiomas estão desafiando o Inglês padrão tradicional e suas variedades e o papel da linguagem para a aprendizagem tem sido pensado na prática de sala de aula, vislumbrando e implicações que merecem ser discutidas. Nesse artigo escolhemos deliberadamente concentrar-nos apenas em alguns dos inúmeros campos de pesquisa e ferramentas emergentes na sala de aula de língua e dentro dos cenários dos ...

Authenticity and awareness of English as a lingua franca in English language classrooms

“…Drawing on the theory that ELF constitutes a neutral and impartial communication code (Louhiala-Salminen, Charles & Kankaanranta 2005), the issue arises of how language instructors can teach and students can learn the language benchmarked against an NES variety, pretending "to belong to a particular 'national' English speaking culture when they obviously do not" (Pöltzl 2003: 4). Reasonably, new ways of communicating must be considered to recognise the plurality of voices in English on the global stage, with English being used in intercultural communication also at the local level (Leung & Street 2012;Lopriore 2017). Becoming ELFaware means to not only understand the principles of how ELF functions (Sifakis 2018), but how ELF functions cannot be taught.…”

“…Becoming ELFaware means to not only understand the principles of how ELF functions (Sifakis 2018), but how ELF functions cannot be taught. Learners can rather be sensitised to this phenomenon through real-life activities which develop their own ELF awareness (Lopriore 2017).…”

“…In a similar manner, there is concern that an ELF approach to education suggests that native standards are unattainable (Groom 2012). It is worth clarifying that the point is not to disregard the native English varieties, but to enlighten learners on the different varieties of English, which can contribute to making them successful intercultural communicators (Lopriore 2017).…”

“…The apparent objective of authenticity seems currently to suggest that we have authenticity in the real world and pedagogy in the classroom. Very often, textbooks and materials that teachers employ do not reflect an authentic expression of the world, as ELT textbooks still represent native-speaker norms and cultures (Calafato 2019;Lopriore 2017). It is now necessary that they look at "real contexts, spontaneous language, and genuine needs" (Newby 2000: 16).…”

“…This article draws on Lopriore's (2017) observations about the importance of the authenticity of ELF inside and outside the multilingual classroom and reframe them due to the necessity of expressly conjoining an ELF-aware approach with the authenticity of ELF. On the one hand, it sets out to encourage English teachers, particularly those who are new to the domain of ELF, to challenge the dominant World Englishes (WEs) paradigm (Jenkins 2000(Jenkins , 2007Saraceni 2009;Seidlhofer 2004Seidlhofer , 2011 through an ELF-aware approach.…”