scholarly journals FROM EFL TO ELF: THE NEW KID ON THE BLOCK

2017 ◽  
pp. 257-275
Author(s):  
Elma Dedović-Atilla ◽  
Vildana Dubravac
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
English Language Teaching ◽  
World Language ◽  
Lingua Franca ◽  
Short Overview ◽  
The World ◽  
Globalized World

Today we witness that English has already virtually taken one of the crucial roles on the global stage. Therefore, this paper´s goal is to explore the change that the English Language use has undergone in today´s globalized world that has led to the birth of a new construct in the field of English Language conceptualization, namely English as a Lingua Franca (ELF). In order to achieve this, the paper is organized in several sections covering the following topics: the spread of English throughout the world; a short overview of divergent stances and conceptions of English as a world language; introduction of ELF concept and pinpointing the line of distinction between the concepts of English as a Foreign Language (EFL) and English as a Lingua Franca (ELF). The paper accentuates the need for the reconstruction of the places and roles that EFL and ELF assume in present-day linguistic reality, together with the need to raise the awareness about the differences between the two and their implications in English Language Teaching (ELT).

scholarly journals A Comparative study on English language teaching to young learners around the world

2017 ◽  
Vol 7 (3) ◽  
pp. 114-118
Author(s):  
Cansu Orsel ◽  
Fatih Yavuz
Keyword(s):  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Outer Circle ◽  
Young Learners ◽  
The World ◽  
Expanding Circle ◽  
Inner Circle

Usage of the English language as Lingua Franca has caused an increasing demand on the English Language Teaching (ELT) in early childhood and according to Braj Kachru’s Three Circles Model of World Englishes as the Inner Circle, the Outer Circle, and the Expanding Circle the approaches to the Young Learners dramatically differs. Besides the features of English as a global language and the nature of early language learning, this paper also focuses on the comparison of the three different examples from the Three Circles Model of World Englishes. They are compared in terms of techniques that are used and the approaches to the Young Learners. The examples taken are from the official websites of the three countries from the Inner Circle, Outer Circle, and the Expanding Circle; respectively, New Zealand’s Ministry of Education, Indian Ministry of Human Resource Development, and the Turkish Board of Education and Instruction. Keywords: Young Learners, The World Englishes, Lingua Franca, Braj Kachru, English Language Teaching (ELT).

scholarly journals English Language Teaching: Problems and Solutions

2020 ◽  
Vol 8 (9) ◽  
pp. 1-9
Author(s):  
Dr. Jai Vardhan Kumar
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
International Language ◽  
The World ◽  
Problems And Solutions

English is one of the most influential and important language of the world. It is an international language. We cannot ignore the importance of English language because most of the learning and research are available in English medium. If we have to establish communication with the world, we must have to learn English. As English is a foreign language to us, there are lots of problems in teaching of English. Therefore, in this paper we will examine the problems of teaching of English as well as see if there is any solution to these problems.

An analysis of ELF-oriented features in ELT coursebooks

English Today ◽  
2014 ◽  
Vol 30 (1) ◽  
pp. 28-34 ◽  
Author(s):  
Reiko Takahashi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Native Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Materials ◽  
Lingua Franca ◽  
Learning English

Due to its rise as a global means of communication, the English language has been increasingly used by and between non-native speakers (henceforth NNSs), leading to a growing interest in what has come to be known as English as a Lingua Franca (ELF) in English language teaching (ELT). As noted by Jenkins (2006: 159), ‘many of those who start out thinking they are learning English as a foreign language end up using it as a lingua franca’. This suggests that ELT materials need to be developed in ways that correspond with the emerging needs of such language learners. However, ‘the prevailing orientation in […] ELT materials still remains undoubtedly towards ENL [English as a Native Language]’ (Jenkins, 2012: 487). It is not yet clear how well ELF perspectives have been integrated into teaching materials to date.

scholarly journals Meaningful Learning and Its Implications for Language Education in Vietnam

2019 ◽  
Vol 5 (1) ◽  
pp. 98-102
Author(s):  
Bui Phu Hung
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Processing ◽  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
Meaningful Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
English Language Teaching

This paper attempts to make an argument for meaningful learning as an essential factor in the teaching of English as a foreign language. Meaningful learning rests its theories against cognitive processing. While contemporary literature shows knowledge of language in general is essential for second language use, this research is mainly concerned with ways of improving students’ language use. It has proved that meaningful learning facilitates the retention of knowledge as it makes learners organize their knowledge logically. In the classroom, the teacher should offer activities that relate the new input to learners’ existing knowledge, for which cognitive engagement is required. In English language teaching, it is important for teachers to know that learner-centeredness should be applied because they are the ones who process knowledge. This paper begins with an overview of different approaches of foreign language teaching, then presents theories in which meaningful learning is grounded and rooted. The discussion of how one’s knowledge of a first language is essential for foreign language learning is given prior to giving implications of meaningful learning in the Vietnamese context.

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 Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

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.

scholarly journals Level teaching of the English language in schools of Kazakhstan: perception and understanding of the reform by teachers

2020 ◽  
Vol 100 (4) ◽  
pp. 136-144
Author(s):  
A Litovkina ◽  
◽  
D Zhorabekova ◽  
A Issabekov ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
English Language ◽  
Language Teaching ◽  
International Standards ◽  
English Language Teaching ◽  
School Level ◽  
Teaching English ◽  
Quality Of Teaching

This article is devoted to the analysis of the current state of level teaching of the English language in schools in Kazakhstan. The introduction of the Common European Framework of References for Languages in the process of foreign language education in Kazakhstan entailed significant changes that made it possible to im-prove the quality of teaching English, bring it closer to international standards, and ensure its competitiveness at the global level. However, research has shown that in order to achieve this goal, it is necessary to take into account the awareness and opinion of teachers. This article is an exploratory study examining the application of CEFR in the English language teaching system in general education schools in Kazakhstan, with emphasis on the knowledge and opinions of teachers. The article also provides a brief overview of world experience in the practical application of the principles of CEFR in teaching English. This study used a survey for English teachers as the primary data collection method. The results of the study showed that there are difficulties at the school level that affect the final result of proficiency in English language teaching. Nevertheless, thanks to the adopted language policy, the country is undergoing a progressive development of foreign language ed-ucation and purposeful work is being carried out to ensure the quality of teaching English, which is reflected in almost all program documents for the development of education.

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.

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