MY English: a social constructivist perspective on ELF

2018 ◽  
Vol 7 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Kurt Kohn
Keyword(s):  
English Language ◽  
Native Speaker ◽  
English Language Teaching ◽  
Target Language ◽  
Social Constructivist ◽  
Lingua Franca ◽  
The Social ◽  
Language Orientation ◽  
Constructivist Perspective ◽  
Target Languages

Abstract In this article, I address issues, concepts and empirical insights that have profoundly shaped my view of English as a lingua franca (ELF) and of the pedagogical lessons to be learned for English Language Teaching (ELT). Starting from discrepancies in my ELF identity as a speaker of English with ELT roots in a German secondary school, I argue for the social constructivist concept of MY English as a basis for understanding ELF competence development and the tensions surrounding the relationship between ELT and ELF. Continually shaped by speakers’ participation in ELF communication, relevant dimensions of their MY English profiles include linguistic-communicative-communal repertoires and requirements of performance, individual and social identity orientations, and confidence in their ELF creativity. Against this backdrop, I discuss topics I consider relevant for a much-needed pedagogical reconciliation of ELT with ELF. Special attention is given to teachers’ ELF apprehension and the distinction between a “strict” (quasi-behaviouristic) and an “open” (social constructivist) target language orientation, speaker satisfaction as a criterion of success in ELF communication, and teaching towards ELF competence from awareness raising to comprehension, production and interaction to non-native speaker emancipation. Successful ELF implementation in both ELT practice and ELT teacher education requires extensive and authentic involvement of students and teachers in ELF communication. Intercultural telecollaboration provides innovative means for creating a space for ELF communication in the ELT classroom. Pedagogical case studies about video and text chat conversations strongly support the assumption that using their common target language as a lingua franca significantly enables learners of English to develop an emancipated non-native speaker identity and thus to become speakers of English in their own right. And what is more, the pedagogical lingua franca approach can be successfully transferred to other foreign target languages as well. I conclude my article with a brief contextualization of the MY English concept in relation to translingual practice and ELF languaging.

scholarly journals The Pluralization of Mass Nouns in European and Asian ELF

2021 ◽  
pp. 20-31
Author(s):  
Isabella Tinkel ◽  
Marie Deissl-O’Meara
Keyword(s):  
English Language ◽  
Native Speaker ◽  
English Language Teaching ◽  
Coding System ◽  
Lingua Franca ◽  
Native Languages ◽  
Mass Nouns ◽  
Regulatory Frameworks ◽  
Contact Language ◽  
The Status

English has become a global lingua franca unlike any language before. This has led to the increased pragmatic use of English by an increasing number of non-native speakers and, consequently, English as a lingua franca (ELF) has emerged. It has become a contact language between speakers of different mother tongues which has led to the blurring of strict regulatory frameworks formerly established by native English varieties. ELF speakers use English in creative ways and influenced by their native languages and cultures and the imitation of the native speaker has been pushed to the background in favor of successful communication. In order to facilitate the examination of this new type of English, several ELF corpora have been established, two of which are used for this study. The Vienna-Oxford International Corpus of English (VOICE) and the Asian Corpus of English (ACE) are both collections of spoken interactions between ELF speakers that have the same size and rely on the same coding system and search parameters, which make them readily comparable. While these corpora have already aided in the discovery of several common features of ELF in general, this study focuses on the lexico-grammatical feature of the pluralization of mass nouns by either adding the ‘s’ or some type of quantifier in European and Asian ELF. Results show that Asian ELF speakers are less likely to pluralize mass nouns than European ELF speakers. Yet, pluralization can be found in both types of ELF and this, along with other specific, non-standard features, raises questions for English language teaching and the status of native English.

ELF and Communication Strategies: Are They Taken into Account in ELT Materials?

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 58-73 ◽  
Author(s):  
Paola Vettorel
Keyword(s):  
English Language ◽  
Native Speaker ◽  
Communication Strategies ◽  
World Englishes ◽  
English Language Teaching ◽  
School Students ◽  
Lingua Franca ◽  
Raising Awareness ◽  
Upper Secondary ◽  
Pragmatic Strategies

The complex and varied sociolinguistic reality of World Englishes and English as a Lingua Franca (ELF) has important implications for English Language Teaching (ELT). Besides questioning the validity of the ‘native speaker model’, the complexity of Global Englishes raises several issues, both at a theoretical and at an applied level, particularly for teaching. A plurilithic rather than a monolithic (monolingual/monocultural) perspective is called for, one that can make learners aware of the different roles, contexts, linguistic and functional varieties of English, so that they can be prepared to effectively interact with speakers of different Englishes and in English as a Lingua Franca contexts. Communication strategies have been shown to have a particularly significant role in English as a Lingua Franca communication, that is characterized by negotiation and co-construction of meaning; in these encounters, where different linguacultures meet, ELF speakers employ a range of pragmatic strategies to solve, or pre-empt, (potential) non-understandings often drawing on their plurilingual repertoires, too. Communication strategies can thus be said to play a fundamental role in effective communication, particularly in contexts where English is used as an international Lingua Franca. In this light, it would seem important for ELT materials to include activities aimed at raising awareness and promoting practice of communication strategies, so that they can become an integral part of English as a Foreign Language (EFL) and English as a Second Language (ESL) classroom practices towards the development of communicative ‘capability’. This article will illustrate a study investigating whether ELT materials addressed at Italian upper secondary school students include activities and tasks related to communication strategies. The examination of textbooks published by Italian and international publishers from the 1990s to 2015 shows that, apart from a few interesting cases, consistent attention has not been given to this important area. Implications for further research on the inclusion of communication strategies in ELT will also be set forward.

scholarly journals "To ELF or not to ELF?" (English as a Lingua Franca): that's the question for Applied Linguistics in a globalized world

2012 ◽  
Vol 12 (2) ◽  
pp. 249-284 ◽  
Author(s):  
John Robert Schmitz
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Native Speakers Of English ◽  
Anglo American ◽  
State Of Affairs ◽  
Globalized World

The realization that there are today more nonnative speakers than native speakers of English in the world with institutionalized and nativized varieties as well as their own specific communicative, cultural and pragmatic competencies has led to the rethinking of present-day practices in teaching, teacher preparation, and the writing of textbooks. Jenkins' publications (2000, 2003) dealing with the phonology of English and material for teaching English as an international language along with her book English as a Lingua Franca (ELF) (2007) call for the disengagement of the language from Anglo-American native speaker norms. This line of research presents serious questions for Applied Linguistics (AL) and English Language Teaching (ELT) that will, if implemented, entail major changes in that endeavor. The winds of change may indeed be beneficial for some and a threat to others. I argue in this paper for an open mindset with respect to the issues and to the new state of affairs in this globalized world today.

scholarly journals Toward English as an International Language Perspective: Reconception of „Proficiency in English‟ for the Indonesian Local Context in Today‟s World

2019 ◽  
Vol 8 (5C) ◽  
pp. 1575-1580
Keyword(s):  
Intercultural Competence ◽  
English Language ◽  
Native Speaker ◽  
English Language Teaching ◽  
Target Language ◽  
Local Context ◽  
Personal Constructs ◽  
International Language ◽  
Interview Technique ◽  
Global Language

For many years, English Language Teaching (henceforth ELT) in Indonesia has adopted a monolithic view toward the so-called ‘native speaker English’ as an ideal target language. However, this view has been challenged by the pluralistic view of English. Sociolinguistics realities indicate the plurality of the English language has grown enormously around the world. In term of English proficiency, this notion is made more complicated in the absence of any unitary framework and by the diverse meanings arising from in its use as a global language. The aim of this study is to identify the attributes of ‘Proficiency in English’ which suits with the local needs for the Indonesian context in today’s world. To this end, the personal constructs of a small number of English teachers were explored and identified. A Repertory Grid interview technique was used to elicit the meanings of ‘Proficiency in English’ which were based on the teachers’ understanding. For analyzing the qualitative data, a thematic analysis was employed to formulate the themes. These teachers of English revealed that they perceived ‘Proficiency in English’ comprising knowledge of English and abilities to apply it in real situations. Surprisingly, they also declared that to be proficient in English, one should have intercultural competence and employ it for the intercultural and cross-cultural communications internationally which has been advocated by the English as an International language (henceforth EIL) perspective. The findings of this study could be used to inform ELT program and its practices in the Indonesian context.

scholarly journals A study of Taiwanese university students’ English use, learning goals and attitudes toward English as a lingua franca

2018 ◽  
Vol 8 (4) ◽  
pp. 775-794
Author(s):  
Wen-Hsing Luo
Keyword(s):  
University Students ◽  
English Language ◽  
Teaching Practice ◽  
Native Speaker ◽  
Local Variation ◽  
English Language Teaching ◽  
Learning Goals ◽  
Lingua Franca ◽  
Attitudes Toward English ◽  
Learning English

 This study investigates Taiwanese university students’ experience of English use, aims of learning English and attitudes toward English as a lingua franca (ELF). The notion of ELF has been researched in the field of English language teaching. However, English teaching practice targeting native-speaker (NS) norms is still prevailing in English classrooms. To better respond to learner needs of using English in the age of globalization, this study explores learners’ English learning and use in relation to their attitudes toward ELF. Research methods including interviewing and questionnaire survey were employed to collect data from English majors at a university in Taiwan. The study finds that the learners were aware of the communicative value of ELF and actually used ELF in intercultural communication. The learners’ use of English in context affected their attitudes toward ELF and aims of learning English. It is found that the learners preferred English conforming to NS norms; yet, they wished to learn local variation of English concerning accents and word use. In light of the findings, the author suggests that English teachers incorporate an ELF perspective into English instruction and help learners develop intercultural awareness and competencies.

English as a Lingua Franca: A New Approach for English Language Teaching in China?

2019 ◽  
Vol 42 (1) ◽  
pp. 113-135 ◽  
Author(s):  
Jinghui Si
Keyword(s):  
English Language ◽  
Native Speaker ◽  
Language Teaching ◽  
English Language Teaching ◽  
Future Research ◽  
Business English ◽  
Lingua Franca ◽  
Qualified Teachers ◽  
Research On Teaching ◽  
English Program

Abstract Research on English as a lingua franca (ELF) has triggered a debate on whether English teaching should consistently conform to native-speaker Standard English or it should value the pedagogical implications of ELF. This article provides an overview of current research on teaching English as a lingua franca. It starts with research on the rationale to introduce ELF-informed teaching and comparisons between ELF-informed teaching and native-English-based teaching. Concrete proposals of how to incorporate ELF-informed teaching into English language teaching (ELT) classrooms are presented. Then controversies in the debate are summarized. They are: A lack of ELF-informed textbooks; a lack of ELF-informed assessment; and a lack of qualified teachers. It then reviews recent publications dealing with these controversies. This is followed by a discussion about the research on ELF-informed teaching in the Chinese context. This article argues that research on the practicality of ELF-informed teaching should start with prospective English users, such as students in China’s Business English Program. It concludes with some suggestions for future research and practice on ELF-informed teaching in China.

Error Analysis for English Language Teachingat Primary Level

2018 ◽  
Vol 6 (9) ◽  
pp. 7
Author(s):  
Dr. Shreeja Sharma ◽  
Prof. Shubhra Tripathi
Keyword(s):  
Error Analysis ◽  
English Language ◽  
English Language Teaching ◽  
Target Language ◽  
Primary Level ◽  
Indian Schools ◽  
Prime Concern ◽  
School Teaching ◽  
Linguistic Code ◽  
Global Language

The prime concern of every language teacher, and to some extent every linguist, is to device pedagogical methods and strategies which facilitate language acquisition. The concern of any teacher or applied linguist is, though not explicitly stated anywhere, to equip the learners with “correct” features of the language being learnt. Emphasis on “correctness” is due to the presumption that erroneous structures or deviations from linguistic code will lead to incomprehensibility and impediment in communication.As a result of such convictionsContrastive Analysis (CA) and Error Analysis (EA) focussed their attention on “correct” grammatical, lexical and syntactical features of Target Language (TL), in this case English.Both  Contrastive Analysts and Error Analysts analysed the language and tried to predict areas of ease or difficulty. This was often achieved with ‘some’ degree of success. However, in the present socio-educational milieu of Indian schools, where English language teaching is a significant stake, insights from CA and EA, particularly the latter, are either not taken into cognizance, or found inadequate. CA is taken into consideration, though obliquely, indirectly and cursorily, where English language is taught resorting to bilingualism. EA is usually ignored completely. Even when teachers correct students’ assignments and copies, they point out mistakes/errors, suggest corrections, but neither take into account why these mistakes/errors have occurred, nor how to prevent such cases in future. With the ever growing importance of English as a global language and a second language in India, no stakeholder in education can afford to undermine the significance of ELT.The time is therefore ripe to take a fresh look at Error Analysis (EA) and assess how it can be deployed as a powerful tool in school teaching.

scholarly journals Culture and complexity through English as a lingua franca: rethinking competences and pedagogy in ELT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Will Baker
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language And Culture ◽  
Language Pedagogy ◽  
Nation States ◽  
Meaningful Category

AbstractEnglish as a lingua franca (ELF) research highlights the complexity and fluidity of culture in intercultural communication through English. ELF users draw on, construct, and move between global, national, and local orientations towards cultural characterisations. Thus, the relationship between language and culture is best approached as situated and emergent. However, this has challenged previous representations of culture, particularly those centred predominantly on nation states, which are prevalent in English language teaching (ELT) practices and the associated conceptions of communicative and intercultural communicative competence. Two key questions which are then brought to the fore are: how are we to best understand such multifarious characterisations of culture in intercultural communication through ELF and what implications, if any, does this have for ELT and the teaching of culture in language teaching? In relation to the first question, this paper will discuss how complexity theory offers a framework for understanding culture as a constantly changing but nonetheless meaningful category in ELF research, whilst avoiding essentialism and reductionism. This underpins the response to the second question, whereby any formulations of intercultural competence offered as an aim in language pedagogy must also eschew these simplistic and essentialist cultural characterisations. Furthermore, the manner of simplification prevalent in approaches to culture in the ELT language classroom will be critically questioned. It will be argued that such simplification easily leads into essentialist representations of language and culture in ELT and an over representation of “Anglophone cultures.” The paper will conclude with a number of suggestions and examples for how such complex understandings of culture and language through ELF can be meaningfully incorporated into pedagogic practice.

scholarly journals English as a Lingua Franca: Lessons for language and mobility

2018 ◽  
Vol 1 (1) ◽  
pp. 40 ◽  
Author(s):  
Joseph Sung-Yul Park ◽  
Lionel Wee
Keyword(s):  
English Language ◽  
Social Inequalities ◽  
Fluid Dynamic ◽  
Critical Evaluation ◽  
English Language Teaching ◽  
Critical Examination ◽  
Lingua Franca ◽  
Considerable Difficulty ◽  
Core Set ◽  
Linguistic Backgrounds

Greater mobility of people in the globalising world foregrounds the inherent problemsof an ideology of language as a bounded entity and the unequal relations of powerthat shape experiences of mobility. In this paper, we consider how these problems canbe interrelated in research on language and mobility through a critical evaluation ofcurrent research on English as a lingua franca (ELF), particularly what we refer to asthe ‘ELF research project’, exemplified by the work of Jenkins and Seidlhofer. TheELF project aims at a non-hegemonic alternative to English language teaching byidentifying a core set of linguistic variables that can facilitate communication betweenspeakers of different linguistic backgrounds. We provide a critical examination ofthe project by problematising its narrow conceptualisation of communication asinformation transfer and its inability to address the prejudices that speakers may stillencounter because they speak the language ‘differently’. In our discussion, we arguethat investigation of language in the context of mobility requires serious rethinkingon the level of both theory and political stancetaking: a theory of language that doesnot take account of the fluid, dynamic, and practice-based nature of language willhave considerable difficulty in proposing a cogent critique of social inequalities thatpermeate the lives of people on the move.

scholarly journals Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

Sign in / Sign up

Export Citation Format

Share Document