Teaching English as a Lingua Franca in Brazil: Insights into Materials Writing

Abstract

In this paper, I intend to examine the main English as a lingua franca (ELF) issues discussed in the National Common Curricular Base (Brasil, 2018) and compare them to the views put forward by mainstream scholars in the field (Baker, 2016, 2018; Dewey, 2007; Jenkins, 2006, 2012, 2015; Pennycook, 2006, 2009; Widdowson, 1994). In addition, as a researcher and creator of teaching materials, I intend to share some insights into materials writing by presenting the main strategies adopted in writing a series of English textbooks for pre-teens, evaluated and approved for distribution by the Brazilian Textbook Program, that I have written with Tavares (Franco & Tavares, 2018). Therefore, I hope this article may help shed light on developing and implementing materials that adopt an ELF-oriented approach in a scenario created by the legislation and the selection of textbooks that seems to be promising for the establishment of the ELF paradigm in Brazil.

Global Englishes Constructs in Language Teaching: A Review of Facebook Materials

“…(review i.e. Franco, 2021;p.63) Language materials had to address different voices and cultural perspectives to enable English learners to figure out different cultural values. From the EIL perspective, textbooks also had to integrate a diversity of English learners' racial and cultural backgrounds by empowering them to identify various voices.…”

“…Textbook writers were to consider the variability by helping learners to utilize their familiar cultural experiences and facilitated their identification with varieties of English (see i.e. Franco, 2021;p.63). Carrillo and Flores (2020) noted the need for a comprehensive view of pedagogy that integrates technology to support teaching and learning.…”