Öğretmenlerin ve Öğrencilerin Odi Zihin Halini Geliştirmek: ENRICH Projesinin İlkeleri ve Önermeleri

Year 2022, , 199 - 206, 31.12.2022

Nicos Sifakis

https://doi.org/10.52597/buje.1226970

Abstract

Bu makalede, AB tarafından finanse edilen (Erasmus+) ENRICH Projesi'ne rehberlik eden dört önerme ve iki ilke sunulmaktadır. 2018-2021 yılları arasında gerçekleştirilen ENRICH projesi kapsamında, İngilizce öğretmenlerini kendilerinin ve öğrencilerinin Ortak Dil Olarak İngilizce (ODİ) farkındalığını geliştirme konusunda eğitmeyi amaçlayan yenilikçi bir çevrimiçi sürekli mesleki gelişim programı geliştirilmiştir. Ayrıca bu yazıda, ODİ bilinçli öğretmen eğitimi ve pedagojisinin etkilerine ilişkin geliştirilen kapsamlı eğitim programına dair kendi gözlemlerimi tartışıyor ve “ODİ zihin hali” olarak bahsettiğim kavramın temel bileşenlerini sunuyorum.

Keywords

Ortal Dil Olarak İngilizce (ODİ), ODİ-farkındalığı, öğretmen eğitimi, dönüştürücü öğrenme, eleştirel düşünce

Developing Teachers’ and Learners’ ELF State of Mind: The Principles and Premises of The ENRICH Project

Abstract

The paper presents four premises and two principles guiding the ENRICH Project, an EU-funded (Erasmus+) project that ran from 2018 to 2021 and developed an innovative online continuous professional development programme aimed at educating teachers of English as a foreign language in raising their own and their learners’ ELF awareness. I further discuss my own observations from the extensive training programme with regard to implications of ELF aware teacher education and pedagogy and present the essential ingredients of what I call the “ELF state of mind”.

Keywords

English as a Lingua Franca, ELF awareness, teacher education, transformative learning, critical reflection

References

• Bayyurt, Y. & Sifakis, N. (2015a). Transforming into an ELF-aware teacher: An EFL teacher's reflective journey. In H. Bowles & A. Cogo (Eds.), International perspectives on teaching English as a lingua franca: Pedagogical insights (pp. 117-135). Palgrave MacMillan.
• Bayyurt, Y. & Sifakis, N. (2015b). Developing an ELF-aware pedagogy: insights from a self-education programme. In P. Vettorel (Ed.), New frontiers in teaching and learning English (pp. 55-76). Cambridge Scholars Publishing.
• Cogo, A. & Dewey, M. (2012). Analysing English as a lingua franca. Continuum.
• Dewey, M. & Pineda, I. (2020). ELF and teacher education: Attitudes and beliefs. ELT Journal, 74(4), 428-441.
• Ferguson, G. (2009). Issues in researching English as a lingua franca: A conceptual enquiry. International Journal of Applied Linguistics, 19(2), 117-135.
• Hino, N. (2020). English as a Lingua Franca from an applied linguistics perspective: In the context of Japan. Russian Journal of Linguistics, 24(3), 633-648.
• Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.
• Kordia, S. (2015). From TEFL to ELF-aware pedagogy: Lessons learned from an action-research project in Greece. In K. Dikilitaş, R. Smith & W. Trotman (Eds.), Teacher-researchers in action (pp. 235-262). Kent: IATEFL.
• Seidlhofer, B. (2011). Understanding ELF. Oxford University Press.
• Seidlhofer, B. & Widdowson, H. (2020). What do we really mean by ELF-informed pedagogy? In M. Konakahara & K. Tsuchiya (Eds.), English as a lingua franca in Japan: towards multilingual practices (pp. 323-331). Palgrave Macmillan.
• Sewell, A. (2012). English as a Lingua Franca: Ontology and ideology. ELT Journal, 67(1), 3-10.
• Sifakis, N. (2007). The education of the teachers of English as a lingua franca: A transformative perspective. International Journal of Applied Linguistics, 17(3), 355-375.
• Sifakis, N. (2009). Challenges in teaching ELF in the periphery: The Greek context. ELT Journal, 63(3), 230-237.
• Sifakis, N. (2019). ELF awareness in English language teaching: Processes and practices. Applied Linguistics, 40(2), 288-306.
• Sifakis, N. & Bayyurt, Y. (2015). Insights from ELF and WE in teacher training in Greece and Turkey. World Englishes, 34(3), 471-484.
• Sifakis, N. & Bayyurt, Y. (2018). ELF-aware teacher education and development. In J. Jenkins, W. Baker & M. Dewey (Eds.), The Routledge handbook on English as a lingua franca (pp. 456-467). Routledge.
• Swan, M. (2012). ELF and EFL: Are they really different? Journal of English as a Lingua Franca, 1(2), 79-389.