Teaching English in Asia in Non-Anglo Cultural Contexts: Principles of the ‘Lingua Franca Approach’

2014 ◽  
pp. 23-34 ◽  
Author(s):  
Andy Kirkpatrick
Keyword(s):  
Teaching English ◽  
Lingua Franca ◽  
Cultural Contexts

scholarly journals “If English Was Good Enough for Jesus, It’s Good Enough for Me”

Paideusis ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 25-34
Author(s):  
Peter Kovacs
Keyword(s):  
World War Ii ◽  
Foreign Language ◽  
English Language ◽  
Endangered Languages ◽  
Teaching English ◽  
World War ◽  
Philosophical Discussion ◽  
Lingua Franca ◽  
The World ◽  
Harmful Effects

Since the end of World War II, English has become the virtual lingua franca of the planet. However, this development carries significant ethical and educational questions: What are the consequences of the worldwide dominance of the English language? How has it affected and how will it affect the fortunes of other languages? What can and should we as educators to do to minimize or eliminate the harmful effects on some of the endangered languages of the world? This paper will invite educators into a philosophical discussion of the ethical complexities of teaching English as a Second or Foreign Language.

Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Seran Dogancay-Aktuna ◽  
Joel Hardman
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Good Theory ◽  
Teaching English ◽  
Lingua Franca ◽  
International Language ◽  
Pedagogical Decisions ◽  
The World ◽  
Language Classrooms ◽  
English Language Classrooms

Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.

scholarly journals English as a Lingua Franca and Its Implications for Teaching English as a Foreign Language

2016 ◽  
Vol 8 (2) ◽  
pp. 155-166
Author(s):  
Tünde Nagy
Keyword(s):  
Foreign Language ◽  
Communication Strategies ◽  
Communication Tool ◽  
Teaching English ◽  
Lingua Franca ◽  
Standard Version ◽  
Syntactic Properties

Abstract The analysis of English as a lingua franca (ELF) has received considerable attention over the years. There has been a lot of research done both on the morpho-syntactic properties of ELF interactions and the communication strategies used by ELF speakers in order to facilitate communication and avoid misunderstandings. Given the fairly large number of findings, the question arises whether ELF should be introduced in the curriculum or replace EFL (English as a Foreign Language). I believe that although ELF data are significant and can benefit teaching English as a foreign language, they cannot replace EFL, especially because English as a lingua franca is primarily a communication tool and not a language variant. Also, while there have been other models suggested as alternatives to teaching a standard version of English, none of these models seem practical enough or have proven applicable in the classroom. After giving an overview of the research done on English as a lingua franca, with a special emphasis on the notion of lingua franca core, the study reflects on the repercussions of ELF findings on teaching English as a foreign language.

scholarly journals Local Thoughts on Global Ideas: Pre- and In-service TESOL Practitioners’ Attitudes to the Pedagogical Implications of the Globalization of English

RELC Journal ◽  
2019 ◽  
Vol 50 (1) ◽  
pp. 149-163 ◽  
Author(s):  
Andrew Cameron ◽  
Nicola Galloway
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Research Paradigm ◽  
Curriculum Innovation ◽  
Teaching English ◽  
Lingua Franca ◽  
Learning And Teaching ◽  
Speakers Of Other Languages ◽  
The Uk ◽  
Globalized World

With the globalization of the English language, Global Englishes (GE) is a growing research paradigm with numerous pedagogical implications for those learning and teaching English. The study reported here provides insights on pre- and in-service Teaching English to Speakers of Other Languages (TESOL) practitioners’ perceptions of Global Englishes Language Teaching (GELT) (Galloway & Rose, 2015; Rose & Galloway, 2019), which aims to make TESOL classrooms more reflective of learners’ needs in today’s globalized world, where multilingualism is the norm and English functions as a lingua franca. Interviews (n=5) with those taking a GE course on an MSc TESOL programme at a Russell Group university in the UK were triangulated with a survey among the wider programme (n=66). The study reveals that curriculum innovation is complex, particularly when it requires a conceptual transition, and practitioners need time and support to implement change. Furthermore, it was clarified that GE has made little headway into ‘traditional’ TESOL classrooms, which remains biased towards ‘native’ English norms.

Teaching English as a Lingua Franca: The Journey from EFL to ELF

ELT Journal ◽  
2019 ◽  
Vol 73 (4) ◽  
pp. 483-485 ◽  
Author(s):  
Robin Walker
Keyword(s):  
Teaching English ◽  
Lingua Franca

Non-native attitudes towards teaching English as a lingua franca in Europe

English Today ◽  
2012 ◽  
Vol 28 (1) ◽  
pp. 50-57 ◽  
Author(s):  
Chloe Groom
Keyword(s):  
Native Speakers ◽  
Teaching English ◽  
Lingua Franca ◽  
First Languages ◽  
Native Speakers Of English

English as a lingua franca (ELF) is a means of communication in English between speakers who have different first languages. While some definitions (e.g. House, 2003) exclude native speakers of English (NSs) from ELF interactions, others allow NSs to take part in ELF interactions as long as they defer to ELF norms (Jenkins, 2009b). In order for an interaction to be classified as ELF, however, NS contributions are always expected to be minimal (Jenkins, 2009b: 41). ELF is therefore mainly, if not exclusively, used between non-native speakers of English (NNSs).

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