Triggering effect of CLIL practice on English as a lingua franca awareness

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 387-397
Author(s):  
Şebnem Yalçın ◽  
Yasemin Bayyurt ◽  
Benan Rifaioğlu Alahdab
Keyword(s):  
Classroom Practice ◽  
English Language ◽  
Language Use ◽  
Instructional Practice ◽  
Lesson Plans ◽  
Language Teachers ◽  
Lingua Franca ◽  
Language Classrooms ◽  
English Language Teachers ◽  
English Language Classrooms

Abstract The present study explores whether/how CLIL practice at primary English language classrooms raises English language teachers’ awareness towards their language use from an English as a lingua franca (ELF)-aware perspective. English language teachers in a CLIL program completed a survey about their classroom practice and their opinions about their English language use in the classroom. They also shared their lesson plans to showcase their everyday teaching. The findings revealed that although CLIL practice presented challenges for language teachers, their experience enabled participants to conceptualize themselves as ‘competent English language users’ instead of non-native English language teachers. Moreover, the findings suggested that teachers’ CLIL experience enabled them to become aware of the three major components of ELF awareness; namely, awareness of language and language use, awareness of instructional practice, and awareness of learning.

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

2021 ◽  
Vol 48 (1) ◽  
pp. 103-122 ◽  
Author(s):  
ANTONIO TAGLIALATELA
Keyword(s):  
English Language ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Language Teachers ◽  
The One ◽  
English Language Classrooms

Research on the incorporation of the emerging English as a lingua franca (ELF) paradigm into English language teaching has flourished in recent years, foregrounding the necessity of translanguaging practices. However, despite the growing awareness of ELF, teachers still struggle to determine whether and how to adhere to the emerging paradigm. In particular, the authenticity of ELF teaching methods in the English language classroom has not been sufficiently addressed, and therefore, needs to be revamped. The aim of this paper is twofold. On the one hand, it explores the aspect of teachers’ ELF awareness in English teaching practices as well as the importance of incorporating authentic ELF materials into the classroom to help learners become ELF-aware and, consequently, competent intercultural speakers. On the other hand, it helps English language teachers, specifically those who have no or marginal exposure to ELF to reflect on the subject they teach, challenging the dominant World Englishes paradigm.

It’s Not in the Curriculum: Adult English Language Teachers and LGBQ Topics

2017 ◽  
Vol 28 (3) ◽  
pp. 99-106 ◽  
Author(s):  
Christy M. Rhodes ◽  
James Coda
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Language Teachers ◽  
Secondary English ◽  
Post Secondary ◽  
Sexual Identities ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Language Teachers ◽  
English Language Classrooms

For adult English language learners, the English language classroom provides a space for students to examine cultural as well other identities. However, discussions often center on racial, rather than sexual identities. In addition, attention to how adult English language instructors engage in classroom practices that focus on sexual identities is often limited. This article examines how adult educators in English language classrooms feel regarding the inclusion of Lesbian, Gay, Bisexual, Queer (LGBQ) topics and materials into their curriculum and instruction. Through a web-based survey, teachers described their beliefs, practices, and challenges in creating lessons and responding to student questions in ways that broke down heteronormativity in the adult English language classroom. Findings add to the limited knowledge of how teachers in post-secondary, English language classrooms create and support a culturally responsive learning environment regarding sexual identities.

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 Employment of English Language Teachers in an EFL Context: Perspectives From School Administrators

2019 ◽  
Vol 21 (2) ◽  
pp. 45-61
Author(s):  
Sibel Tatar
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Use ◽  
Native Speaker ◽  
School Administrators ◽  
Language Teachers ◽  
Efl Context ◽  
English Language Teachers ◽  
Language Context ◽  
Expatriate Teachers

This paper presents a study on the employment criteria used by school administrators and their views on the strengths and weaknesses of local teachers and expatriate teachers. This study aimed to provide a perspective on the issue from an English as a foreign language context. Questionnaires collected from administrators of 94 private primary and high schools in Istanbul were analyzed. Although being a native speaker of English ranked seventh out of the eight criteria, the presence of expatriate teachers in a school was considered important. In addition, participants from schools that employed both expatriate and local teachers attributed more importance to the native-speakerness criterion. Finally, administrators found local teachers more knowledgeable in teaching methods, whereas expatriate teachers were perceived as better in language use.

Teachers' Attitudes Toward ELF (English as Lingua Franca) in the UAE and Georgia

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Tamar MIKELADZE ◽  
Khalid AL-HARIRI
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Survey Method ◽  
Standard English ◽  
Online Questionnaire ◽  
Lingua Franca ◽  
Language Courses ◽  
The Status ◽  
English Language Teachers ◽  
Teachers Attitudes

The paper introduces a preliminary study of teachers’ awareness and attitudes toward ELF in two different language contexts, where English has the status of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL). The exploratory study was based on the survey method and an online questionnaire was completed by 20 teachers from each region in July-August, 2016. Participants reported on their attitudes toward ELF, beliefs on Standard English, opinions on widespread of English, etc. The data obtained on Standard English within this research are broadly consistent with the trend of the inner circle. The results have indicated that ELF is a crucial topic for both regions and it is noteworthy to provide future English language teachers with expertise on ELF and the ways of its incorporation in language courses. 

scholarly journals A Tale of Two Teachers: A Duoethnography of the Realistic and Idealistic Successes and Failures of Teaching English as An International Language

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 88-101 ◽  
Author(s):  
Heath Rose ◽  
Anuchaya Montakantiwong
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Teaching English ◽  
English As Foreign Language ◽  
International Language ◽  
Innovative Methodology ◽  
Language Classrooms ◽  
English Language Teachers ◽  
Autobiographical Accounts ◽  
Ideological Fantasy

With the growth of English worldwide there have been numerous calls for a paradigm shift from teaching English as foreign language to teaching English as an international language (EIL). While there is a growing body of conceptual literature for teaching EIL, the voices of teachers remain severely underrepresented in this movement. As such, current EIL research is missing the perspective of this key stakeholder, who is in a prime position to report ‘on-the-ground’ challenges of integrating EIL approaches into English language classrooms. This article addresses this gap by offering an in-depth joint autoethnography of two English language teachers, who actively experimented with EIL-informed pedagogy at universities in Japan and Thailand, and who provide very different tales of the resulting challenges and successes. Data was collected via a duoethnographic approach, an innovative methodology which presents two juxtaposing dialogic narratives in order to show readers in-depth, personal and autobiographical accounts from both teachers’ experiences. Analysis of these narratives provides an illustration of the issues surrounding the implementation of research-informed innovations into ELT classrooms. The findings are discussed in terms of whether teaching EIL is a possible reality, or whether it remains an ideological fantasy.

scholarly journals iPads in the classroom: teachers’ perspectives post-implementation

2019 ◽  
Vol 16 (1) ◽  
pp. 14-26
Author(s):  
Rob Miles
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Language Teachers ◽  
Small Scale ◽  
Teachers Perceptions ◽  
Language Classrooms ◽  
English Language Teachers ◽  
Constructivist Epistemology ◽  
The Impact ◽  
Samr Model

This small-scale qualitative case study aimed to investigate English language teachers’ perceptions of the impact of iPads in classrooms in ideal, actual and realistic terms. The study took place at the end of a five-year initiative that saw iPads introduced to English Language classrooms in a UAE Federal Institution. The investigation was carried out from a constructivist epistemology perspective using observations and interviews, analysed through the lens of the SAMR Model (Puentedura, 2010). While curriculum constraints limited the impact in this initiative, the device has the potential to engage students in collaborative tasks and assist in classroom management. A potential two-dimensional SAMR model is proposed, as are opportunities for further research. ﺗﮭ د ف د را ﺳﺔ اﻟ ﺣﺎﻟ ﺔ اﻟﻧ وﻋﯾ ﺔ اﻟ ﻣ ﺻ ﻐرة ھذه إﻟ ﻰ اﻟﺑ ﺣ ث ﻓ ﻲ ﺗ ﺻ ورا ت ﻣﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾ ﺔ ﺣول ﺗﺄﺛﯾ ر ا ﻷﺟﮭزة اﻟﻠ وﺣﯾ ﺔ ﻓ ﻲ اﻟﻔ ﺻ ول اﻟد ر ا ﺳ ﯾ ﺔ ﺑ ﺻ و ر ة ﻣﺛﺎﻟﯾ ﺔ و و اﻗ ﻌﯾ ﺔ و ﺣ ﻘﯾﻘﯾ ﺔ. و ﻗد ﺑﻧﯾ ت ھ ذه اﻟد ر ا ﺳ ﺔ ﻋ ﻠ ﻰ ﻣﻧ ظ و ر ﻧ ظ ر ﯾ ﺔ اﻟﻣﻌر ﻓﺔ اﻟ ﺑﻧﺎﺋﯾ ﺔ ﺑﺎ ﺳ ﺗ ﺧ دا م اﻟﻣ ﻼ ﺣ ظ ﺎ ت و اﻟﻣﻘﺎﺑ ﻼ ت ، وا ﻟﺗ ﻲ ﺗم ﺗ ﺣﻠﯾﻠ ﮭﺎ ﻣ ن ﺧﻼل ﻋد ﺳﺔ ﻧ ﻣوذ ج SAMR .(Puentedura, 2010) ( ﻓﺑﺎﻟ رﻏم ﻣ ن أ ن ﻗﯾ ود اﻟ ﻣﻧﺎ ھﺞ ﺣد ت ﻣ ن ﺗﺄﺛﯾ ر ا ﻷﺟﮭزة اﻟﻠ و ﺣ ﯾ ﺔ إ ﻻ أ ن ﻟ دﯾ ﮭﺎ اﻟ ﻘد ر ة ﻋ ﻠ ﻰ إ ﺷ ر ا ك اﻟط ﻼ ب ﻓ ﻲ اﻟﻣﮭﺎم اﻟ ﺗ ﻌﺎ و ﻧﯾ ﺔ و اﻟﻣ ﺳ ﺎ ﻋ دة ﻓ ﻲ إ دا ر ة اﻟ ﻔ ﺻ و ل اﻟد ر ا ﺳ ﯾ ﺔ. ﺗﻘﺗ ر ح ھ ذه اﻟد ر ا ﺳ ﺔ ﻧ ﻣو ذ ج SAMR ذو أﺑ ﻌﺎد ﺛﻧﺎﺋﯾﺔ، ﺑﺎ ﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ﻓ ر ص ﻹﺟرا ء ﻣزﯾد ﻣ ن اﻟﺑ ﺣو ث.

Motivation in Virtual English Language Classrooms During the COVID-19 Pandemic

2022 ◽  
pp. 372-392
Author(s):  
Ebru Melek Koç
Keyword(s):  
Student Motivation ◽  
English Language ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Face To Face ◽  
English Classes ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Language Teachers ◽  
Effective Use

This chapter aims to investigate the perceptions of English language teachers on motivation in the virtual English language classroom. The participants are 17 English language teachers at elementary and secondary schools. Interview questions were used to collect data, and thematic analysis was conducted to analyse the data. The findings revealed that student motivation in virtual English lessons was lower compared to their motivation in lessons conducted face-to-face. Another finding was that there were various factors that impact student motivation negatively and positively in synchronous English classes such as interaction, inequality, student education environments, and effective use of synchronous virtual classroom platforms.

ELF awareness in the task-based classroom: a way forward

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 398-407
Author(s):  
Stefania Kordia
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
Pragmatic Competence ◽  
Methodological Framework ◽  
Lingua Franca ◽  
Language Classrooms ◽  
English Language Classrooms

Abstract The article discusses ELF-aware pedagogy as a possible way to integrate English as a lingua franca (ELF) in English language classrooms and explores the extent to which task-based language teaching (TBLT) could contribute to this end. ELF-aware pedagogy involves enriching teaching practices with appropriate metalinguistic and reflective activities that help learners develop as competent ELF users. The article makes the case that, when viewed from an ELF-aware perspective, TBLT may provide a coherent methodological framework for creating an authentic communicative environment in the classroom, within which the learners may develop as ELF communicators. To provide an example of how this could be achieved in practice, the author presents an ELF-aware task she has designed and taught in her own classroom. The task integrates metalinguistic and reflective elements and focuses on promoting the learners’ pragmatic competence and sense of themselves as true owners of English.

Sign in / Sign up

Export Citation Format

Share Document