Keywords
World Englishes (WE)
ELT materials
intercultural awareness
language awareness
communication strategies
localization
nonnative bilingual speakers of English
How to Cite
Number of views: 1189
Number of downloads: 2183
Abstract
This article aims to explore whether well-attested findings in the fields of World Englishes (WE) and of English as a lingua franca (ELF) have determined a shift in perspective in the overall approach to English language teaching (ELT), and how far this shift has permeated teaching materials and coursebooks. The research study was carried out in Italy, a country where ELT coursebooks have often played a relevant role in introducing innovations in language teaching methodology. The research design included a corpus of ten coursebooks that have been published and adopted in Italian secondary schools in the last 6 years. The coursebooks were evaluated in terms of the presence or absence of references to WE and/or ELF, of awareness-raising activities, of the promotion of using English outside the school environment and of the use of effective English communication and intercultural strategies among nonnative speakers. Findings show that there have been no significant changes in the inclusion of WE- and ELForiented materials and related tasks, apart from the area of promotion of cultural and intercultural awareness.References
Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal, 45(3),136-143.
Clanfield , L. (2009). Celebrity culture. English Teaching Professional, 62, 4-6.
Cogo, A. (2009). Accommodating difference in ELF conversations: A study of pragmatic strategies. In A. Mauranen & E. Ranta (Eds.), English as a lingua franca: Studies and findings (pp. 254-273). Newcastle-upon-Tyne:Cambridge Scholars.
Cogo, A., & Dewey, M. (2012). Analysing English as a lingua franca. London: Continuum.
Cook, V. (2002). Background to the L2 user. In V. Cook (Ed.), Portraits of the L2 User (pp. 1-28). Clevedon: Multilingual Matters.
Cook V. (2005). Basing teaching on the L2 user. In E. Llurda (Ed.), Non-native language teachers. Perceptions, challenges, and contributions to the profession (pp. 47-61). New York: Springer.
Cook, V. [2008] (2013). Second language learning and language teaching. London:Routledge.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching (pp. 196-219). Cambridge: Cambridge University Press.
Crystal, D. (2012). A global language. In P. Seargeant & J. Swann (Eds.), English in the world. History, diversity, change (pp. 151-177). Abingdon/Milton Keynes: Routledge/The Open University.
Dewey, M. (2012). Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a Lingua Franca, 1(1), 141-170.
Eggert, B. (2007). Global English and listening materials. A textbook analysis. Karlstads Universitet essay.
Graddol, D. (1997). The future of English. London: The British Council.
Graddol, D. (2006). English next. London: The British Council.
Gray, J. (2002). The global coursebook in English language teaching. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 151–167). London: Routledge.
Gray, J. (2010a). The construction of English. Culture, consumerism and the promotion in the ELT global coursebook. Basingtoke: Palgrave MacMillan.
Gray, J. (2010b). The branding of English and the culture of the new capitalism: Representations of the world of work in English language textbooks. Applied Linguistics, 31(5), 714-733.
Grazzi, E. (2013). The sociocultural dimension of ELF in the English classroom. Roma: ANICIA.
Guth, S., & Helm, F. (2011). Developing multiliteracies in ELT through telecollaboration. ELT Journal, 66(1), 42-52.
Holliday, A. (2006). Native speakerism. ELT Journal, 60(4), 385-387.
Houghton, S., & Rivers, D. (Eds.). (2013). Native-speakerism in Japan: Intergroup dynamics in foreign language education. Bristol: Multilingual Matters.
Hülmbauer, C. (2007). ‘You moved, aren’t?’ – The relationship between lexicogrammatical correctness and communicative effectiveness in English as a lingua franca. Vienna English Working Papers, 16(2), 3-35.
Hülmbauer, C. (2009). “We don’t take the right way. We just take the way we think you will understand” – The shifting relationship of correctness and effectiveness in ELF communication”. In A. Mauranen & E. Ranta (Eds.), English as a lingua franca: Studies and findings (pp. 323-347). Newcastle-upon-Tyne: Cambridge Scholars.
Hülmbauer, C. (2012). From within and without: The virtual and the plurilingual in ELF. Journal of English as a Lingua Franca, 2(1), 47-73.
Hutchinson T., & Torres E. (1994). The textbook as agent of change. ELT Journal, 48(4), 315-328.
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.
Jenkins, J., Cogo A., & Dewey M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44, 281-315.
Kachru, B. B. (1986). The alchemy of English. The spread, functions and models of non-native Englishes. Oxford: Pergamon.
Kachru, B. B. (1992). World Englishes: Approaches, issues and resources. Language Teaching: The International Abstracting Journal for Language Teachers and Applied Linguistics, 25, 1-14
Kirkpatrick, A. (Ed.). 2010. The Routledge handbook of World Englishes. London: Routledge.
Kivistö, A. (2005). Accents of English as a lingua franca: A study of Finnish textbooks (Unpublished thesis). University of Tampere, Finland. Retrieved from http://www.helsinki.f /englanti/elfa/ProGradu_Anne_Kivisto.pdf
Kohn, K. (in press). A pedagogical space for English as a lingua franca in the English classroom. In Y. Bayyurt & S. Akcan (Eds.), Current perspectives on pedagogy for ELF. Berlin: Mouton de Gruyter.
Kopperoinen, A. (2011). Accents of English as a Lingua Franca. International Journal of Applied Linguistics, 21(1), 71-93.
Lewis, M. (1993) The lexical approach. Hove: Language Teaching Publications.
Lewis, M. (Ed.). (1997). Implementing the lexical approach. Hove: Language Teaching Publications.
Lopriore, L., & Ceruti, M. A. (2012). Lexicon and intercultural competence in EFL manuals. In R. Facchinetti (Ed.), A cultural journey through the English lexicon (pp. 235-264). Newcastle-upon-Tyne: Cambridge Scholars.
Maley, A. (2010). The reality of EIL and the myth of ELF. In C. Gagliardi & A. Maley (Eds.), EIL, ELF, global English: Teaching and learning issues (pp. 25-44). Bern: Peter Lang.
Mariani, L. (2010). Communication strategies: Learning and teaching how to manage oral interaction. Learning Paths.
Matsuda, A. (2002). Representation of users and uses of English in beginning Japanese EFL textbooks. JALT Journal, 24(2), 182-201.
Matsuda, A. (2012). Teaching materials in EIL. In L. Alsagoff, S. L. McKay, G. Hu, & W.A. Renandya (Eds.), Principles and practices for teaching English as an International Language (pp. 168-185). New York: Routledge.
McKay, S. L. (2002). Teaching English as an International Language. Oxford: Oxford University Press.
McKay, S.L. (2012). Teaching materials for English as an International Language. In A. Matsuda (Ed.), Principles and practices of teaching English as an International Language (pp. 70-83). Bristol: Multilingual Matters.
Naji Meidani, E., & Pishghadam, R. (2013). Analysis of English language textbooks in the light of English as an International Language (EIL): A comparative study. International Journal of Research Studies in Language Learning, 2(2), 83-96. Retrieved from http://profdoc.um.ac.ir/articles/a/1029016.pdf
Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman.
Porcelli, G. (2004). Comunicare in lingua straniera: Il lessico. Torino: UTET Libreria.
Prodromou, L. (1988). English as cultural action. ELT Journal, 42(2), 73-83. Seidlhofer, B. (2003). A concept of international English and related issues: From ‘real English’ to ‘realistic English’? Strasbourg: Council of Europe Language Policy Division. Retrieved from www.coe.int/lang
Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209-239.
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.
Sherman, J. E. (2010). Uncovering cultural bias in EFL textbooks. Issues in Applied Linguistics, 18(1), 27-53.
Takahashi, R. (2010). English as a lingua franca in a Japanese context: An analysis of ELF-oriented features in teaching materials and the attitudes of Japanese teachers and learners of English to ELF-oriented materials (Unpublished doctoral dissertation). University of Edimburgh. Retrieved from https://www.era.lib.ed.ac.uk/handle/1842/5269
Tomlinson, B., & Mashuhara, H. (2013). Adult coursebooks. ELT Journal, 67(2), 233-249.
Thornbury, S. (2013, April 14). R is for representation [Web log message]. Retrieved from http://scottthornbury.wordpress.com/2013/04/14/r-is-forrepresentation/
Truong, B., & Phan, L. H. (2009). Examining the foreignness of EFL global textbooks: Issues and proposals from the Vietnamese classroom. In J. Mukundan (Ed.), Readings on ELT materials III (pp. 196-212). Malaysia: Pearson Malaysia.
Vettorel, P. (2008). EYL textbooks, ELF and intercultural awareness: Only Xmas, Easter, and double-deckers? Perspectives, XXXV(1), 45-68.
Vettorel, P. (2010a). EIL/ELF and representation of culture in textbooks: Only food, fairs, folklore and facts? In C. Gagliardi & A. Maley (Eds.), EIL, ELF, global English: Teaching and learning issues (pp. 153-185). Bern: Peter Lang.
Vettorel, P. (2010b). English(es), ELF, Xmas and trees: Intercultural communicative competence and English as a lingua franca in the primary classroom. Perspectives, XXXVII(1), 25-52.
Vettorel, P. 2013. ELF in international school exchanges: Stepping into the role of ELF users. Journal of English as a Lingua Franca, 2(1), 147-173.
Vettorel, P., & Corrizzato, S. (2012). World Englishes and ELF in ELT textbooks: How is plurality represented? In R. Facchinetti (Ed.), A cultural journey through the English lexicon (pp. 201-234). Newcastle-upon-Tyne: Cambridge Scholars.
Waters, A. (2007). Native-speakerism in ELT: Plus ça change…? System, 35(3), 281-292.
Widdowson, H. G. (2012). ELF and the inconvenience of established concepts. Journal of English as a Lingua Franca, 1(1), 5-26.
License
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.