‘We Would Have to Invent the Language we are Supposed to Teach’: The Issue of English as Lingua Franca in Language Education in Germany

Decke-Cornill, Helene

doi:10.21832/9781853596728-007

Cited by 13 publications

(9 citation statements)

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“…One reason for not adopting ELF ideology in practice might be that non‐native English is regarded negatively even by most EFL teachers (Jenkins 2000: 14). For example, Timmis's (2002) study showed that both teachers and students preferred NS norms in teaching, and Decke‐Cornill (2003) found that German teachers of English felt that they were ‘very much compelled to teach their classes “proper English” ’. Sifakis and Sougari's study (2005), on the other hand, suggests that Greek teachers are little aware of the uses of English as an international language, and thus they adhere to the native norms.…”

Section: Introductionmentioning

confidence: 99%

Accents of English as a lingua franca: a study of Finnish textbooks

Kopperoinen

2011

Int J App Linguistics

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English as a lingua franca entails the ability to understand non‐native accents, and learners of English would therefore benefit from being exposed to accent variation during their schooling. The present study looks into two English textbook series used in Finnish upper secondary schools to see if they expose students to non‐native accents of English. The analysis is mainly quantitative (the amount of non‐native speech has been calculated) but also qualitative (the contexts where non‐native accents occur are briefly looked into). The results show that the majority of the audio material consists of native accents, while only 1 per cent in the first (Culture Café) and 3 per cent in the second textbook series (In Touch) are non‐native accents. Kansainvälisen englannin (English as a lingua franca) tutkijat painottavat kykyä ymmärtää vierasperäisiä aksentteja, joten englannin kielen opiskelijoiden olisi hyödyllistä kuulla eri maiden aksentteja englannin tunneilla. Tutkimuksen tarkoituksena oli selvittää sisältävätkö kaksi lukion englannin oppikirjasarjaa vierasperäisiä aksentteja. Analyysi on pääosin kvantitatiivinen (vierasperäisten aksenttien määrä on laskettu), mutta myös kvalitatiivinen (vierasperäisten aksenttien konteksteja esitellään lyhyesti). Tutkimus osoitti, että suurin osa nauhoitetusta materiaalista on natiivien puhumaa englantia; ensimmäinen kirjasarja (Culture Café) sisältää vain 3 prosenttia ja toinen (In Touch) 1 prosentin vierasperäisiä aksentteja.

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Section: Introductionmentioning

confidence: 99%

Accents of English as a lingua franca: a study of Finnish textbooks

Kopperoinen

2011

Int J App Linguistics

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“…Finally, Decke‐Cornill (2002) studied German NNS English teachers' views on including an ELF approach in their teaching in an interview study with 16 teachers. Ten of the teachers taught at comprehensive school ( Gesamtschule ) and half of them did not have a university degree in English, whereas six interviewees taught at the upper secondary level ( Gymnasium ) and had completed a degree in English.…”

Section: Introductionmentioning

confidence: 99%

English in the real world vs. English at school: Finnish English teachers' and students' views

Ranta

2010

Int J App Linguistics

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In this study, 108 students and 34 non‐native teachers of English in Finnish upper secondary schools were surveyed regarding their views on the teaching targets and practical goals underpinning their use of English inside and outside school. Two questionnaires were distributed, covering both quantitative and qualitative questions. The results suggest that Finnish students and teachers are well aware of the lingua franca role of English in the ‘real world’ and generally welcome diversity. At the same time, standard models and goals appear to surround ‘school English’, as reflected in the examinations which terminate upper secondary education. Tutkimuksessa tarkasteltiin suomalaisten lukion englanninopettajien ja opiskelijoiden näkemyksiä englanninopetuksen tavoitteista ja päämääristä lingua franca –englannin näkökulmasta, ts. miten englannin rooli kansainvälisenä kielenä näkyy opettajien ja opiskelijoiden ajatuksissa suhteessa kouluopetukseen. Laadullisia ja määrällisiä kysymyksiä sisältäneeseen kyselytutkimukseen vastasi 108 opiskelijaa ja 34 lukion englanninopettajaa. Tulokset osoittavat, että sekä opettajat että oppilaat ovat hyvin tietoisia englannin roolista kansainvälisenä lingua francana ‘tosielämässä’, mutta tämä tietoisuus ei juurikaan näy ‘kouluenglannissa’, joka nähdään edelleen paljolti standardikielen ja äidinkielisen puhujan näkökulmasta. Ristiriita johtuu todennäköisesti ainakin osittain lukion päättävästä ylioppilaskokeesta ja sen asettamista vaatimuksista.

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“…They may include cultural artifacts, such as literature or other forms of arts, or information about shared beliefs, values, and practices that influence how language is used (for example, hierarchical structure of a society and the use of honorifics). Traditionally, in English classes, such cultural materials have been drawn from the IC, particularly US and UK (Decke‐Cornill, ; Matsuda, ; Nault, ; Wandel, )…”

Section: Kachru's Six Fallacies and Teilmentioning

confidence: 99%

World Englishes in English language teaching: Kachru's six fallacies and the TEIL paradigm

Matsuda

2019

World Englishes

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In recent years, there has been increased interest among English language teaching (ELT) professionals in world Englishes (WE) studies.This article examines the influence of Braj Kachru's work and WE studies in general on ELT. After a brief historical overview of the disciplinary relationship between WE and ELT, it discusses the current place of WE in ELT and presents the framework of Teaching English as an International Language (TEIL), an innovative paradigm in ELT that heavily draws from WE. The article ends with insights into future, speculating how WE will continue to be resourceful to ELT. WE IN ELT: THE 20TH CENTURYWhile it is impossible to pinpoint the exact moment when a field is born, 1978 is the year often used to mark the beginning of the WE studies (Kachru, 1997). 1 This is when two independently organized conferences -one at the East-West Center in Hawaii and the other at the University of Illinois at Urbana-Champaign -were held, focusing on the international and intranational functions of English across the world. The conversation, the publications, and community that emerged from these conferences served as the foundation for the WE studies. Language pedagogy was a focus of WE studies even in those early days. Kachru (1976, p. 223) published an article in TESOL Quarterly -the official research journal of the TESOL International Association -that critiqued the attitude of 'linguistic purism and linguistic 144

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‘We Would Have to Invent the Language we are Supposed to Teach’: The Issue of English as Lingua Franca in Language Education in Germany

Cited by 13 publications

References 0 publications

Accents of English as a lingua franca: a study of Finnish textbooks

Accents of English as a lingua franca: a study of Finnish textbooks

English in the real world vs. English at school: Finnish English teachers' and students' views

World Englishes in English language teaching: Kachru's six fallacies and the TEIL paradigm

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