Authenticity and awareness of English as a lingua franca in English language classrooms
PDF (English)

Słowa kluczowe

Competent intercultural speaker
ELF authenticity
ELF awareness
English teaching practices
translanguaging

Jak cytować

TAGLIALATELA, A. (2021). Authenticity and awareness of English as a lingua franca in English language classrooms. Glottodidactica, 48(1), 103–122. https://doi.org/10.14746/gl.2021.48.1.06

Abstrakt

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.

https://doi.org/10.14746/gl.2021.48.1.06
PDF (English)

Bibliografia

Bayyurt, Y. / Kurt, Y. / Öztekin, E. / Guerra, L. / Cavalheiro, L. / Pereira, R. (2019). English language teachers’ awareness of English as a lingua franca in multilingual and multicultural contexts. Eurasian Journal of Applied Linguistics, 5 (2), 185–202. DOI: 10.32601/ejal.599230.

Braine, G. (2010). Non-native speaker English teachers: Research, pedagogy, and professional growth. New York: Routledge.

Breen, M. (1985). Authenticity in the language classroom. Applied Linguistics, 6 (1), 60–70.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.

Calafato, R. (2019). The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018. Lingua, 227, 102700. DOI: 10.1016/j.lingua.2019.06.001.

Canagarajah, S.A. (2007). Lingua franca English, multilingual communities, and language acquisition. The Modern Language Journal, 91, 923–939. http://www.personal.psu.edu/asc16/MLJ91.5LinguaFranca.pdf [access: 12.03.2020].

Canagarajah, S.A. (2013). Literacy as a translingual practice: Between communities and classrooms. London: Routledge.

Cogo, A. (2010). Strategic use and perceptions of English as a lingua franca. Poznań Studies on Contemporary Linguistics, 46 (3), 295–312. DOI: 10.2478/v10010-010-0013-7.

Cogo, A. (2016). ‘They all take the risk and make the effort’: Intercultural accommodation and multilingualism in a BELF community of practice. In: L. Lopriore / E. Grazzi (eds.), Intercultural communication: New perspectives from ELF (pp. 365–383). Rome: Roma TrE-Press.

Dewey, M. (2012). Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a Lingua Franca, 1 (1), 141–170.

Dewey, M. (2014). Pedagogic criticality and English as a lingua franca. ATLANTIS – Journal of the Spanish Association of Anglo-American Studies, 36 (2), 11–30.

ENRICH Project (2018–2021). http://enrichproject.eu/ [access: 25.01.2021].

Fang, F. (2018). Native-speakerism revisited: Global Englishes, ELT and intercultural communication. Indonesian Journal of English Language Teaching, 13 (2), 115–129.

Firth, A. (1996). The discursive accomplishment of normality. On ‘lingua franca’ English and conversation analysis. Journal of Pragmatics, 26, 237–259. DOI: 10.1016/0378-2166(96)00014-8.

García, O. (2011). Translanguaging of Latino kindergarteners. In: K. Potowski / J. Rothman (eds.), Bilingual youth: Spanish in English speaking societies (pp. 33–55). Amsterdam: John Benjamins.

Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40, 97–118. DOI: 10.1017/S0261444807004144.

González, A. (2010). English and English teaching in Colombia: Tensions and possibilities in the Expanding circle. In: A. Kirkpatrick (ed.), The Routledge handbook of World Englishes (332–351). London / New York: Routledge.

Graddol, D. (1997). The future of English. London: The British Council.

Graddol, D. (2006). English next. Milton Keynes: The British Council.

Groom, C. (2012). Non-native attitudes towards teaching English as a lingua franca in Europe. English Today, 28 (1), 50–57. DOI: 10.1017/S026607841100068X.

Hoffstaedter, P. / Kohn, K. (2017). Learner agency and non-native speaker identity in pedagogical lingua franca conversations: Insights from intercultural telecollaboration in foreign language education. Computer Assisted Language Learning, 30 (5), 351–367. DOI: 10.1080/09588221.2017.1304966.

Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.

Hüttner, J. (2009). Fluent speakers – fluent interactions: On the creation of (co)-fluency in English as a lingua franca. In: A. Mauranen / E. Ranta (eds.), English as a lingua franca: Studies and findings (pp. 274–297). Newcastle, UK: Cambridge Scholars Publishing.

Jenkins, J. (1996). Native speaker, non-native speaker and English as a foreign language: Time for a change. IATEFL Newsletter, 131, 10–11.

Jenkins, J. (1998). Which pronunciation norms and models for English as an international language? ELT Journal, 52, 119–126.

Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.

Jenkins, J. (2007). Attitude and identity. Oxford: Oxford University Press.

Jenkins, J. (2012). English lingua franca from the classroom to the classroom. ELT Journal, 66 (4), 486–494. DOI: 10.1093/elt/ccs040.

Jenkins, J. (2015). Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice, 2, 49–85. DOI: 10.1515/eip-2015-0003.

Kachru, B.B. (1985). Standards, codification and sociolinguistic realism: The English language in the Outer circle. In: R. Quirk / H. Widdowson (eds.), English in the world (pp. 11–30). Cambridge: Cambridge University Press.

Kachru, B.B. (1992). Teaching World Englishes. In: B.B. Kachru (ed.), The other tongue. English across cultures (2nd ed.) (pp. 355–365). Urbana, IL: University of Illinois Press.

Kachru, B.B. (2003). Liberation linguistics and the Quirk concern. In: B. Seidlhofer (ed.), Controversies in Applied Linguistics (pp. 19–33). Oxford: Oxford University Press.

Kiczkowiak, M. / Lowe, R.J. (2018). Teaching English as a lingua franca: The journey from EFL to ELF. Peaslake, Surrey: Delta Publishing.

Kimura, D. / Canagarajah, S. (2018). Translingual practice and ELF. In: J. Jenkins / J.C. Baker / M. Dewey (eds.), The Routledge handbook of English as a lingua franca (pp. 295–308). London: Routledge.

Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press.

Kohn, K. (2018). MY English: A social constructivist perspective on ELF. Journal of English as a Lingua Franca, 7 (1), 1–24. DOI: 10.1515/jelf-2018-0001.

Kohn, K. (2019). Lingua franca pedagogy. Emancipating the foreign language learner. Paper presented at ASIA TEFL 2019, Bangkok, 27–29 June 2019.

Kumar Bhowmik, S. (2015). World Englishes and English language teaching: A pragmatic and humanistic approach. Colombian Applied Linguistics Journal, 17 (1), 142–157. DOI: 10.14483/udistrital.jour.calj.2015.1.a10.

Laitinen, M. (2020). Empirical perspectives on English as a lingua franca (ELF) grammar. World Englishes, 39 (3), 427–442. DOI: 10.1111/weng.12482.

Leung, C. / Lewkowicz, J. (2017). Second language literacies: Evolving understandings. In: B. Street / S. May (eds.), Encyclopedia of language and education (pp. 169–180). New York: Springer.

Leung, C. / Street, B. (2012). Linking EIL and literacy: Theory and practice. In: L. Alsagoff / S.L. McKay / G. Hu / W.A. Renandya (eds.), Principles and practices for teaching English as an international language (pp. 85–103). London / New York: Routledge.

Llurda, E. (2006). Looking at the perceptions, challenges, contributions… Or the importance of being a non-native teacher. In: E. Llurda (ed.), Non-native language teachers: Perceptions, challenges and contributions the profession (pp. 1–9). New York: Springer.

Lopriore, L. (2017). Revisiting language teaching materials in a time of change. Revista A Cor das Letras, 18, 182–199. DOI: 10.13102/cl.v18iEspecial.2668.

Louhiala-Salminen, L. / Charles, M. / Kankaanranta, A. (2005). English as a lingua franca in Nordic corporate mergers: Two case companies. English for Specific Purposes, 24, 401–421.

Margić, B.D. (2017). Communication courtesy or condescension? Linguistic accommodation of native to non-native speakers of English, Journal of English as a Lingua Franca, 6 (1), 29–55. DOI: 10.1515/jelf-2017-0006.

Margić, B.D. / Vodopija-Krstanović, I. (2018). English language education in Croatia: Elitist purism or paradigmatic shift? In: Z. Tatsioka / B. Seidlhofer / N. Sifakis / G. Ferguson (eds.), Using English as a lingua franca in education in Europe: English in Europe (pp. 51–72). Berlin: De Gruyter / Mouton.

Matsuda, A. (2018). Is teaching English as an international language all about being politically correct? RELC Journal, 49 (1), 24–35. DOI: 10.1177/0033688217753489.

Mauranen, A. (2018). Conceptualizing ELF. In: J. Jenkins / W. Baker / M. Dewey (eds.), The Routledge handbook of English as a lingua franca (pp. 7–24). London / New York: Routledge.

Modiano, M. (2009). EIL, native-speakerism and the failure of European ELT. In: F. Sharifian (ed.), English as an international language: Perspectives and pedagogical issues (pp. 58–77). Clevedon UK: Multilingual Matters.

Moussu, L. / Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41 (3), 315–348. DOI: 10.1017/S0261444808005028.

Mufwene, S.S. (2007). Population movements and contacts: Competition, selection and language evolution. Journal of Language Contact, 1, 63–91. http://mufwene.uchicago.edu/publications/POPULATION_MOVEMENTS_AND_CONTACTS.pdf [access: 24.02.2020].

Musthafa, B. / Hamied, F.A. / Zein, S. (2019). Enhancing the quality of Indonesian teachers in the ELF era. Policy recommendations. In: S. Zein (ed.), Teacher education for English as a lingua franca. Perspectives from Indonesia (pp. 174–190). Abingdon UK: Routledge.

Newby, D. (2000). Authenticity. In: A.B. Fenner / D. Newby (eds.), Approaches to materials design in European textbooks: Implementing principles of authenticity, learner autonomy, cultural awareness (pp. 16–23). Graz: Council of Europe. http://archive.ecml.at/documents/materials.pdf [access: 10.01.2020].

Paradowski, M.B. (2020). Pedagogical translanguaging in multicultural classrooms: Potential and bounds. Paper presented at the 2nd international conference on Communication in Multicultural Society (CMSC 2020), Moscow, Russia, 10–12 December 2020.

Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.

Piccardo, E. (2020). The CEFR descriptors for mediation & the dynamic nature of language learning. Paper presented during the videoconference The CEFR Companion volume: A key resource for inclusive plurilingual education. Council of Europe, 16th December 2020.

Pinner, R.S. (2015). What we talk about when we talk about authenticity. Uniliterate – Language Learning and Academic Literacies. https://uniliterate.com/2015/05/talk-talk-authenticity/#.Xs_i3GgzbIU [access: 23.01.2021].

Pinner, R.S. (2016). Reconceptualising authenticity for English as a global language. Bristol: Multilingual Matters.

Platt, J.T. (1977). A model for polyglossia and multilingualism (with special reference to Singapore and Malaysia). Language in Society, 6 (3), 361–378.

Pöltzl, U. (2003). Signalling cultural identity: The use of L1 / Ln in ELF. Vienna English Working Papers, 12, 3–23.

Poppi, F. (2010). Investigating ELF group membership: A case study focusing on The Baltic Times. In: R. Facchinetti / D. Crystal / B. Seidlhofer (eds.), From international to local English – And back again (pp. 93–113). Bern: Peter Lang.

Preisler, B. (2014). Lecturing in one’s first language or in English as a lingua franca: The communication of authenticity. Acta Linguistica Hafniensia, 46 (2), 218–242. DOI: 10.1080/03740463.2014.966603.

Saraceni, M. (2009). Relocating English: Towards a new paradigm for English in the world. Language and Intercultural Communication, 9, 175–186. DOI: 10.1080/14708470902748830.

Seidlhofer, B. (1999). Double standards: Teacher education in the Expanding circle. World Englishes, 18 (2), 233–245. DOI: 10.1111/1467-971X.00136.

Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11 (2), 133–158. DOI: 10.1111/1473-4192.00011.

Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209–239. DOI: 10.1017/S0267190504000145.

Seidlhofer, B. (2009). Common ground and different realities: World Englishes and English as a lingua franca. World Englishes, 28 (2), 236–245. DOI: 10.1111/j.1467-971X.2009.01592.x.

Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.

Seidlhofer, B. (2018). Standard English and the dynamics of ELF variation. In: J. Jenkins / W. Baker / M. Dewey (eds.), The Routledge handbook of English as a lingua franca (pp. 85–100). London / New York: Routledge.

Seidlhofer, B. (2020). Yours inclusively: ELF communication. Paper presented at TIES Conference 2020, Naples, 27–29 February 2020.

Sifakis, N. (2004). Teaching EIL – Teaching international or intercultural English: What teachers should know? System, 32 (2), 237–250. DOI: 10.1016/j.system.2003.09.010.

Sifakis, N. (2019). ELF awareness in English language teaching: Principles and processes. Applied Linguistics, 40 (2), 288–306. DOI: 10.1093/applin/amx034.

Sifakis, N. (2020). Two obstacles to enabling change in ELF-aware teacher education and how to overcome them. Revista Estudos Linguísticos e Literários, 65, 104–117. DOI: 10.9771/ell.v1i65.36471.

Svalberg, A. (2016). Language awareness. In: G. Hall (ed.), The Routledge handbook of English language teaching (pp. 399–412). London: Routledge.

Taglialatela A. / Tardi G. (2020). ELF pedagogy and awareness: An action research applied to Italian tertiary students in ELF Skype interactions. Quaderni di Linguistica e Studi Orientali (QULSO) [Working Papers in Linguistics and Oriental Studies], 6, 313–334. DOI: 10.13128/qulso-2421-7220-9705.

Tomlinson, B. (2010). Principles for effective materials development. In: N. Harwood (ed.), English language teaching materials: Theory and practice (pp. 81–108). Cambridge: Cambridge University Press.

Trent, J. (2016). The NEST–NNEST divide and teacher identity construction in Hong Kong Schools. Journal of Language, Identity & Education, 15 (5), 306–320. DOI: 10.1080/15348458.2016.1214587.

Valdman, A. (1989). Classroom foreign language learning and language variation: The notion of pedagogical norms. In: M.R. Eisenstein (ed.), The dynamic interlanguage: Empirical studies in second language acquisition (pp. 261–277). New York: Plenum Press.

Valdman, A. (1992). Authenticity, variation, and communication in the foreign language classroom. In: C. Kramsch / S. McConnell-Ginet (eds.), Text and context. Cross-disciplinary perspectives on language study (pp. 79–97). Lexington, MA: D.C. Heath.

Vettorel, P. (2019). Communication strategies and co-construction of meaning in ELF: Drawing on “multilingual resource pools”. Journal of English as a Lingua Franca, 8 (2), 179–210. DOI: 10.1515/jelf-2019-2019.

Vodopija-Krstanović, I. / Vukanović, M.B. (2011). EFL students’ perspectives on English: The (widening) gap between ideals and practices. Brazilian Journal of Applied Linguistics – Special Issue on Language Policy, 12 (2), 285–309. DOI: 10.1590/S1984-63982012000200004.

Weber, E. (2013). English as a lingua franca and appropriate teacher competence. In: Y. Bayyurt / S. Akcan (eds.), ELF 5 – Proceedings of the Fifth International Conference of English as a Lingua Franca (pp. 7–13). Boğaziçi: Boğaziçi University Press.

Widdowson, H. (1978). Learning language as communication. Oxford: Oxford University Press.

Widdowson, H. (1990). Aspects of language teaching. Oxford: Oxford University Press.

Widdowson, H. (2020). English beyond the pale: The language of outsiders. Paper presented at TIES Conference 2020, Naples, Italy, 27–29 February 2020.

Woodley, H. / Brown, A. (2016). Balancing windows and mirrors: Translanguaging in a multilingual classroom. In: O. Garcia / T. Kleyn (eds.), Making meaning of translanguaging: Learning from classroom moments (pp. 83–99). New York: Routledge.

Zein, S. (2018). From EFL to ELF: Implications for teacher education. In: S. Zein (ed.). Teacher education for English as a lingua franca: Perspectives from Indonesia (pp. 21–40). New York: Routledge.