Research Article
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Year 2019, Volume: 5 Issue: 2, 185 - 202, 31.07.2019
https://doi.org/10.32601/ejal.599230

Abstract

References

  • Bayyurt, Y. (2006). Non-native English language teachers’ perspective on culture in English as a Foreign Language classrooms. Teacher Development, 10(2), 233-247.
  • Bayyurt, Y. (2017). Non-native English language teachers’ perceptions of “culture” in English language classrooms in a post-EFL era. In J. de Dios Martinez Agudo (Ed.), Native and Non-Native Teachers in Second Language Classrooms: Professional Challenges and Teacher Education (pp. 139-159). Berlin: De Gruyter.
  • Bayyurt, Y. (2018). Issues of intelligibility in world Englishes and EIL contexts. World Englishes, 37(3),407–415.
  • Bayyurt, Y., & Erçetin, G. (2009). The role and significance of the concept of “culture” in English language teaching: A pedagogical approach. Unpublished research report, TUBITAK (The Scientific and Technical Research Council of Turkey), Project Number: 104K085, Ankara, Turkey.
  • Bayyurt, Y., & Sifakis, N. (2017). Foundations of an EIL-aware teacher education. In A. Matsuda (Ed.), Preparing teachers to teach English as an International Language (pp. 3- 18). Bristol: Multilingual Matters.
  • Bayyurt, Y., & Sifakis, N. C. (2015a). Developing an ELF-aware pedagogy: Insights from a self-education programme. New frontiers in teaching and learning English, 55-76.
  • Bayyurt, Y., & Sifakis, N. C. (2015b). ELF-aware in-service teacher education: A transformative perspective. In H. Bowles, & A. Cogo (Eds.), International Perspectives on English as a Lingua Franca (pp. 117-135). Basingstoke, UK: Palgrave Macmillan.
  • Biricik-Deniz, E. (2017). A case study on ELF-aware pre-service language teacher education model: Theory into practice. Unpublished PhD Thesis, Çukurova University, Adana, Turkey.
  • Biricik-Deniz, E., Özkan, Y., & Bayyurt, Y. (2016). English as a Lingua Franca: Reflections on ELF-Related Issues by Pre-Service English Language Teachers in Turkey. The Reading Matrix, 16(2), 144-161. http://readingmatrix.com/files/15-7lew266j.pdf
  • Blair, A. (2015). Evolving a post-native, multilingual model for ELF-aware teacher education. In Y. Bayyurt & S. Akcan (Eds.) Current perspectives on pedagogy for English as a lingua franca (pp. 89-102). Berlin: De Gruyter Mouton.
  • Dewey, M. (2012). Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a Lingua Franca 1(1), 141-170.
  • García, O. (2007). Lenguas e identidades en mundos hispanohablantes. Desde una posición plurilingüe y minoritaria. In M. Lacorte (Ed.), Lingüística aplicada del español (pp. 377-400). Madrid: Arco.
  • García, O. 2009. Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson, & T. Skutnabb-Kangas (Eds.), Multilingual Education for Social Justice: Globalising the Local (pp. 128-145). New Delhi: Orient Blackswan.
  • Guerra, L., & Cavalheiro, L. (2018). When the textbook is not enough: How to shape an ELF classroom? In N.C. Sifakis & N. Tsantila (Eds.), English as a lingua franca for EFL contexts (pp. 117-131). Bristol: Multilingual Matters.
  • Hamid, M., Zhu, L., & Baldauf, R. B. (2014). Norms and varieties of English and TESOL teacher agency. Australian Journal of Teacher Education, 39(10), 77-95. http://dx.doi.org/10.14221/ajte.2014v39n10.6
  • Hu, G. W. (2002a). Recent important developments in secondary English-language teaching in the People’s Republic of China. Language, Culture and Curriculum, 15, 30–49.
  • Hu, G. W. (2002b). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15, 93–105.
  • Illés, É., & Csizér, K. (2015). The disposition of Hungarian teachers of English towards the international use of the English language. In D. Holló & K. Károly (Eds.), Inspirations in foreign language teaching: Studies in applied linguistics, language pedagogy and language teaching (pp. 170-183). London, UK: Pearson Education.
  • Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.
  • Jenkins, J. (2009). English as a Lingua Franca: Interpretations and attitudes. World Englishes, 28(2), 200-207.
  • Jenkins, J. (2012). English as a Lingua Franca from the classroom to the classroom. ELT Journal, 66(4), 486-494.
  • Jenkins, Jennifer (2015) Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, 2 (3), 49-85.
  • Jolliffe, I.T. (2002) (2nd ed.). Principal component analysis. New York, NY: Springer.
  • Jørgensen, J. N. (2008). LANGUAGING: Nine years of poly-lingual development of young Turkish-Danish grade school students. Copenhagen: Røde Hane (retrieved from https://andetsprogsforskning.ku.dk/forskning/koebenhavnerstudier_i_tosprogethed_/manuskripter/Bind_K15_-_J._N._J_rgensen_-_Languaging_-_Vol._1.pdf)
  • Jørgensen, J. N., Karrebæk, M. S., Madsen, L. M., & Møller, J. S. (2011). Polylanguaging in superdiversity. Diversities, 13(2), 23–37.
  • Kaçar, I. G., & Bayyurt, Y. (2018). ELF-aware pre-service teacher education to promote glocal interactions: A case study in Turkey. In A. F. Selvi & N. Rudolph (Eds.), Conceptual shifts and contextualized practices in education for glocal interaction - Issues and implications (pp. 77-104). Singapore: Springer.
  • Kemaloğlu-Er, E. (2017). Integrating ELF-awareness into pre-service teacher education: Insights from theory and practical experience. Unpublished doctoral thesis, Boğaziçi University, Istanbul, Turkey.
  • Kemaloğlu-Er, E., & Bayyurt, Y. (2018). ELF-awareness in teaching and teacher education: Explicit and implicit ways of integrating ELF into the English language classroom. In N.C. Sifakis & N. Tsantila (Eds.), English as a lingua franca for EFL contexts (pp. 159-174). Bristol: Multilingual Matters.
  • Kordia, S. (2018). ELF-aware teaching in practice: A teacher’s perspective. In N.C. Sifakis & N. Tsantila (Eds.), English as a lingua franca for EFL contexts (pp. 53 - 71). Bristol: Multilingual Matters.
  • Llurda, E., Bayyurt, Y., & Sifakis, N. (2018). Raising teachers’ awareness about English and English as a lingua franca. In P. Garrett & J. Cots (Eds.), The Routledge handbook of language awareness (pp. 155-169). London: Routledge.
  • Lopriore, L., & Vettorel, P. (2015). Promoting Awareness of Englishes and ELF in the English Language Classroom. In H. Bowles, & A. Cogo (Eds.), International perspectives on Teaching English as a lingua franca (pp. 13-34). Basingstoke: Palgrave Macmillan.
  • Mortensen, J. (2013). Notes on English used as a lingua franca as an object of study. Journal of English as a Lingua Franca, 2(1), 25-46.
  • Pulcini, V. (2014). A new phase for English teacher education in Italy: Testing and training for Tirocinio Formativo Attivo (TFA). Rivista di Lingue, Letterature e Culture Moderne, 1(1), 95-106.
  • Seidlhofer, B. (1999). Double Standards: Teacher Education in the Expanding Circle. World Englishes, 18(2), 233-245.
  • Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209-239.
  • Seidlhofer, B. (2009). Common ground and different realities: world Englishes and English as a lingua franca. World Englishes, 28: 236-245.
  • Seidlhofer, B. (2011). Understanding English as Lingua Franca. Oxford: Oxford University Press.
  • Sifakis, N. C. (2007). The education of teachers of English as a lingua franca: A transformative perspective. International Journal of Applied Linguistics, 17 (3), 355-375.
  • Sifakis, N. C. (2009). Challenges in teaching ELF in the periphery: The Greek context. ELT Journal, 63 (3), 230-237.
  • Sifakis, N. C. (2014). ELF awareness as an opportunity for change: A transformative perspective for ESOL teacher education. Journal of English as a Lingua Franca, 3(2), 317- 335.
  • Sifakis, N. C. (2019). ELF Awareness in English Language Teaching: Principles and Processes. Applied Linguistics, 40 (2), 288–306, https://doi.org/10.1093/applin/amx034
  • Sifakis, N. C., & 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 teaching, learning and teacher development. In J. Jenkins, W. Baker, & M. Dewey (Eds.), Handbook of English as a Lingua Franca (pp. 456-467). London: Routledge.
  • Sridhar, K., & Sridhar, S. (1986). Bridging the paradigm gap: Second language acquisition theory and indigenized varieties of English. World Englishes, 5 (1), 3-14.
  • Vettorel, P. (2015). World Englishes and English as a Lingua Franca: Implications for teacher education and ELT. Iperstoria, 6, 229-244.
  • Vettorel, P. (2016). WE-and ELF-informed classroom practices: proposals from a pre-service teacher education programme in Italy. Journal of English as a Lingua Franca, 5(1), 107-133.
  • Vettorel, P., & Lopriore, L. (2013). Is there ELF in ELT course-books? Studies in Second Language Learning and Teaching, 3 (4), 483-504.
  • Widdowson, H. G. (1978). Teaching Language as Communication. Oxford: Oxford University Press.

English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

Year 2019, Volume: 5 Issue: 2, 185 - 202, 31.07.2019
https://doi.org/10.32601/ejal.599230

Abstract

Today English has become the Lingua Franca or common language of many people, regardless of their being native or nonnative speaker of English all over the world. Therefore, it has become necessary to educate pre-/in-service teachers with an awareness towards the significance of the involvement of an “English as a lingua franca” (ELF) perspective in their language teaching practice in multilingual/multicultural contexts. In a rapidly changing world, many English language teachers and teacher trainers are cognizant of the impact of migration in their teaching contexts. However, it is still not very clear to what extent and in what context they are integrating ELF related issues in their language teaching practice. In this study, we make an attempt to unveil in-service teachers’ beliefs about ELF in pedagogical practice in three different countries – Poland, Portugal and Turkey. In order to do that we have adopted a questionnaire from an earlier study investigating the involvement of culture in ELT in expanding circle contexts. The findings of the study revealed that although teachers in these contexts are aware of the significance of the inclusion of an ELF-aware perspective in ELT, they are still hesitant about its applicability in their own teaching context. This study has implications for raising English language teachers’ awareness in conceptualizing how an ELF-aware pedagogical approach can be implemented in a multilingual/multicultural context.

References

  • Bayyurt, Y. (2006). Non-native English language teachers’ perspective on culture in English as a Foreign Language classrooms. Teacher Development, 10(2), 233-247.
  • Bayyurt, Y. (2017). Non-native English language teachers’ perceptions of “culture” in English language classrooms in a post-EFL era. In J. de Dios Martinez Agudo (Ed.), Native and Non-Native Teachers in Second Language Classrooms: Professional Challenges and Teacher Education (pp. 139-159). Berlin: De Gruyter.
  • Bayyurt, Y. (2018). Issues of intelligibility in world Englishes and EIL contexts. World Englishes, 37(3),407–415.
  • Bayyurt, Y., & Erçetin, G. (2009). The role and significance of the concept of “culture” in English language teaching: A pedagogical approach. Unpublished research report, TUBITAK (The Scientific and Technical Research Council of Turkey), Project Number: 104K085, Ankara, Turkey.
  • Bayyurt, Y., & Sifakis, N. (2017). Foundations of an EIL-aware teacher education. In A. Matsuda (Ed.), Preparing teachers to teach English as an International Language (pp. 3- 18). Bristol: Multilingual Matters.
  • Bayyurt, Y., & Sifakis, N. C. (2015a). Developing an ELF-aware pedagogy: Insights from a self-education programme. New frontiers in teaching and learning English, 55-76.
  • Bayyurt, Y., & Sifakis, N. C. (2015b). ELF-aware in-service teacher education: A transformative perspective. In H. Bowles, & A. Cogo (Eds.), International Perspectives on English as a Lingua Franca (pp. 117-135). Basingstoke, UK: Palgrave Macmillan.
  • Biricik-Deniz, E. (2017). A case study on ELF-aware pre-service language teacher education model: Theory into practice. Unpublished PhD Thesis, Çukurova University, Adana, Turkey.
  • Biricik-Deniz, E., Özkan, Y., & Bayyurt, Y. (2016). English as a Lingua Franca: Reflections on ELF-Related Issues by Pre-Service English Language Teachers in Turkey. The Reading Matrix, 16(2), 144-161. http://readingmatrix.com/files/15-7lew266j.pdf
  • Blair, A. (2015). Evolving a post-native, multilingual model for ELF-aware teacher education. In Y. Bayyurt & S. Akcan (Eds.) Current perspectives on pedagogy for English as a lingua franca (pp. 89-102). Berlin: De Gruyter Mouton.
  • Dewey, M. (2012). Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a Lingua Franca 1(1), 141-170.
  • García, O. (2007). Lenguas e identidades en mundos hispanohablantes. Desde una posición plurilingüe y minoritaria. In M. Lacorte (Ed.), Lingüística aplicada del español (pp. 377-400). Madrid: Arco.
  • García, O. 2009. Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson, & T. Skutnabb-Kangas (Eds.), Multilingual Education for Social Justice: Globalising the Local (pp. 128-145). New Delhi: Orient Blackswan.
  • Guerra, L., & Cavalheiro, L. (2018). When the textbook is not enough: How to shape an ELF classroom? In N.C. Sifakis & N. Tsantila (Eds.), English as a lingua franca for EFL contexts (pp. 117-131). Bristol: Multilingual Matters.
  • Hamid, M., Zhu, L., & Baldauf, R. B. (2014). Norms and varieties of English and TESOL teacher agency. Australian Journal of Teacher Education, 39(10), 77-95. http://dx.doi.org/10.14221/ajte.2014v39n10.6
  • Hu, G. W. (2002a). Recent important developments in secondary English-language teaching in the People’s Republic of China. Language, Culture and Curriculum, 15, 30–49.
  • Hu, G. W. (2002b). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15, 93–105.
  • Illés, É., & Csizér, K. (2015). The disposition of Hungarian teachers of English towards the international use of the English language. In D. Holló & K. Károly (Eds.), Inspirations in foreign language teaching: Studies in applied linguistics, language pedagogy and language teaching (pp. 170-183). London, UK: Pearson Education.
  • Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.
  • Jenkins, J. (2009). English as a Lingua Franca: Interpretations and attitudes. World Englishes, 28(2), 200-207.
  • Jenkins, J. (2012). English as a Lingua Franca from the classroom to the classroom. ELT Journal, 66(4), 486-494.
  • Jenkins, Jennifer (2015) Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, 2 (3), 49-85.
  • Jolliffe, I.T. (2002) (2nd ed.). Principal component analysis. New York, NY: Springer.
  • Jørgensen, J. N. (2008). LANGUAGING: Nine years of poly-lingual development of young Turkish-Danish grade school students. Copenhagen: Røde Hane (retrieved from https://andetsprogsforskning.ku.dk/forskning/koebenhavnerstudier_i_tosprogethed_/manuskripter/Bind_K15_-_J._N._J_rgensen_-_Languaging_-_Vol._1.pdf)
  • Jørgensen, J. N., Karrebæk, M. S., Madsen, L. M., & Møller, J. S. (2011). Polylanguaging in superdiversity. Diversities, 13(2), 23–37.
  • Kaçar, I. G., & Bayyurt, Y. (2018). ELF-aware pre-service teacher education to promote glocal interactions: A case study in Turkey. In A. F. Selvi & N. Rudolph (Eds.), Conceptual shifts and contextualized practices in education for glocal interaction - Issues and implications (pp. 77-104). Singapore: Springer.
  • Kemaloğlu-Er, E. (2017). Integrating ELF-awareness into pre-service teacher education: Insights from theory and practical experience. Unpublished doctoral thesis, Boğaziçi University, Istanbul, Turkey.
  • Kemaloğlu-Er, E., & Bayyurt, Y. (2018). ELF-awareness in teaching and teacher education: Explicit and implicit ways of integrating ELF into the English language classroom. In N.C. Sifakis & N. Tsantila (Eds.), English as a lingua franca for EFL contexts (pp. 159-174). Bristol: Multilingual Matters.
  • Kordia, S. (2018). ELF-aware teaching in practice: A teacher’s perspective. In N.C. Sifakis & N. Tsantila (Eds.), English as a lingua franca for EFL contexts (pp. 53 - 71). Bristol: Multilingual Matters.
  • Llurda, E., Bayyurt, Y., & Sifakis, N. (2018). Raising teachers’ awareness about English and English as a lingua franca. In P. Garrett & J. Cots (Eds.), The Routledge handbook of language awareness (pp. 155-169). London: Routledge.
  • Lopriore, L., & Vettorel, P. (2015). Promoting Awareness of Englishes and ELF in the English Language Classroom. In H. Bowles, & A. Cogo (Eds.), International perspectives on Teaching English as a lingua franca (pp. 13-34). Basingstoke: Palgrave Macmillan.
  • Mortensen, J. (2013). Notes on English used as a lingua franca as an object of study. Journal of English as a Lingua Franca, 2(1), 25-46.
  • Pulcini, V. (2014). A new phase for English teacher education in Italy: Testing and training for Tirocinio Formativo Attivo (TFA). Rivista di Lingue, Letterature e Culture Moderne, 1(1), 95-106.
  • Seidlhofer, B. (1999). Double Standards: Teacher Education in the Expanding Circle. World Englishes, 18(2), 233-245.
  • Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209-239.
  • Seidlhofer, B. (2009). Common ground and different realities: world Englishes and English as a lingua franca. World Englishes, 28: 236-245.
  • Seidlhofer, B. (2011). Understanding English as Lingua Franca. Oxford: Oxford University Press.
  • Sifakis, N. C. (2007). The education of teachers of English as a lingua franca: A transformative perspective. International Journal of Applied Linguistics, 17 (3), 355-375.
  • Sifakis, N. C. (2009). Challenges in teaching ELF in the periphery: The Greek context. ELT Journal, 63 (3), 230-237.
  • Sifakis, N. C. (2014). ELF awareness as an opportunity for change: A transformative perspective for ESOL teacher education. Journal of English as a Lingua Franca, 3(2), 317- 335.
  • Sifakis, N. C. (2019). ELF Awareness in English Language Teaching: Principles and Processes. Applied Linguistics, 40 (2), 288–306, https://doi.org/10.1093/applin/amx034
  • Sifakis, N. C., & 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 teaching, learning and teacher development. In J. Jenkins, W. Baker, & M. Dewey (Eds.), Handbook of English as a Lingua Franca (pp. 456-467). London: Routledge.
  • Sridhar, K., & Sridhar, S. (1986). Bridging the paradigm gap: Second language acquisition theory and indigenized varieties of English. World Englishes, 5 (1), 3-14.
  • Vettorel, P. (2015). World Englishes and English as a Lingua Franca: Implications for teacher education and ELT. Iperstoria, 6, 229-244.
  • Vettorel, P. (2016). WE-and ELF-informed classroom practices: proposals from a pre-service teacher education programme in Italy. Journal of English as a Lingua Franca, 5(1), 107-133.
  • Vettorel, P., & Lopriore, L. (2013). Is there ELF in ELT course-books? Studies in Second Language Learning and Teaching, 3 (4), 483-504.
  • Widdowson, H. G. (1978). Teaching Language as Communication. Oxford: Oxford University Press.
There are 48 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Yasemin Bayyurt

Yavuz Kurt

Elifcan Öztekin

Luis Guerra This is me

Lili Cavalheiro This is me

Ricardo Pereira This is me

Publication Date July 31, 2019
Published in Issue Year 2019 Volume: 5 Issue: 2

Cite

APA Bayyurt, Y., Kurt, Y., Öztekin, E., Guerra, L., et al. (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. https://doi.org/10.32601/ejal.599230

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