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.

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.

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 Non-native English-speaking English language teachers: History and research

2008 ◽  
Vol 41 (3) ◽  
pp. 315-348 ◽  
Author(s):  
Lucie Moussu ◽  
Enric Llurda
Keyword(s):  
Graduate Students ◽  
English Language ◽  
Native English Speakers ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
English Speakers ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
English Speaking

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's bookNonnative educators in English language teachingappears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

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.

scholarly journals MULTIMODALITY, MASS MIGRATION AND ENGLISH LANGUAGE TEACHING

2016 ◽  
Vol 16 (4) ◽  
pp. 595-622
Author(s):  
Vanderlei J. Zacchi
Keyword(s):  
English Language ◽  
Meaning Making ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teaching ◽  
Digital Era ◽  
Mass Migration ◽  
Important Means ◽  
English Language Teachers

Abstract: This paper aims to discuss the use of multimodality in English language teaching. The corpus consists of a set of activities based on a series of pictures related to the seizure of two trucks carrying US-bound migrants in 2011. Two different groups, comprised of pre-service and in-service English language teachers, took part in the research. The first part of the activity involved loose interpretations of the pictures and a discussion about migration nowadays. Afterwards, other activities were carried out based on Luke and Freebody's four-resources model (1990). Some preliminary analyses lead us to conclude that the reading of images is very much culturally sensitive and that multimodal ways of meaning making are becoming more powerful in the globalized, digital era, turning them into an important means for English teaching nowadays.

scholarly journals Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

2021 ◽  
Vol 14 (4) ◽  
pp. 87
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi ◽  
Abdullah A. Alenezi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
English Language Teaching ◽  
Global English ◽  
English Language Teachers

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

scholarly journals An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation

2020 ◽  
Vol 5 (1) ◽  
pp. 97
Author(s):  
Minwuyelet Andualem Desta
Keyword(s):  
Phonemic Awareness ◽  
Primary Schools ◽  
English Language ◽  
Early Reading ◽  
Language Teachers ◽  
English Language Teaching ◽  
Oral Fluency ◽  
West Gojjam ◽  
English Language Teachers ◽  
West Gojjam Zone

The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.

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