ELF-awareness in Pre-service English Language Teacher Education: A Case Study from Turkey

Abstract

The ‘English as a lingua franca’ paradigm holds significant implications for language teaching and teacher education. The role of language teacher education programs is pivotal to equip future English language teachers with the necessary theoretical knowledge and practical implications of ELF. This descriptive multiple case study presents the impact and implementation of an ELF-aware teacher education course developed to apply the first phase of a two-phase ELF-aware teacher education model combining an intensive theoretical course with real classroom practices. The aim is to investigate how the ELF-aware teacher education model originally developed and applied in the in-service teacher education context has been adapted and implemented in pre-service teacher education programs and its impact on pre-service teachers. The ultimate goal of this model is to intensively train pre-service language teachers, studying as senior undergraduates in the ELT Department of a state university in Turkey, on theoretical aspects of ELF while raising their critical awareness of ELF-related pedagogical practices. Participants reported that the theoretical course allowed them to critically reflect on the ELF paradigm by providing them the platform to question their existing assumptions mostly associated with the dominance of Standard English and native norms in ELT.

Keywords

• English as a lingua franca (ELF),English language teacher education,ELF-aware language teacher education,ELF-aware pedagogy

Hizmet Öncesi İngilizce Öğretmeni Yetiştirme Programında Ortak Dil İngilizce (ODİ) Farkındalığı: Türkiye’de Yapılmış Bir Durum Çalışması

Abstract

İngilizcenin dünya dili olarak taşıdığı rol hiç kuşkusuz ki İngiliz Dili Eğitimi ve İngiliz Dili Eğitimi öğretmen yetiştirme programları gibi birçok alanda son derece önem taşımaktadır. İngilizce öğretiminde geleneksel yaklaşımların yanı sıra İngilizcenin günümüzde edinmiş olduğu ortak dil rolüne uygun yeni yaklaşımlara ihtiyaç duyulmaktadır. Bu ihtiyaç İngilizce öğretmeni yetiştirme programında da doğrudan yeni yaklaşımlar edinilmesi gerektiğini ortaya koymaktadır. Öğretmen adaylarının İngilizceyi “standart dil” olarak öğretmek yerine “ortak dil” olarak öğretmeleri ve bu konunun gerektirdiği birtakım yaklaşımları edinmeleri ve bu bağlamda farkındalık kazanmaları, öğretmen yetiştirme programında yeni bakış açıları kazanılması ihtiyacını beraberinde getirmiştir. Bu çalışma, hizmet öncesi İngilizce öğretmeni yetiştirme programı bünyesinde bulunan yabancı dil öğretmen adaylarının Ortak Dil Olarak İngilizce (ODİ) yaklaşımının farkındalığını yaratarak, beraberlerinde getirdikleri kalıplaşmış inanç sistemlerini yansıtıcı öğrenme teknikleri vasıtasıyla sorgulayarak global ve sosyal farkındalıklarını geliştirmeyi hedeflemektedir. Bu bağlamda, daha önce hizmet içi eğitim programında uygulanmış olan bir modelin hizmet öncesi öğretmen yetiştirme programındaki yansımaları incelenmiştir. Çalışmanın bulguları göstermektedir ki, öğretmen adaylarının ODİ eğitim öncesi ve sonrası algıları göze çarpan oranda değişiklik göstermiştir. Sonuçlar göstermektedir ki, yabancı dil öğretmen yetiştirme programları ODİ bilincini yaratmaya ve geliştirmeye yönelik ders içeriklerini adapte etme veya bu hususla ilgili ders ekleyerek bu konunun önemini müfredatlarına yansıtmaları son derece önemlidir. Bu hususta başka hizmet öncesi öğretmen yetiştirme programlarında da benzer çalışmalar da yürütülebilir.

Keywords

• İngilizcenin ortak dil olarak kullanılması (ODİ),İngilizce öğretmeni yetiştirme programı,ODİ farkındalığı ve öğretmen yetiştirme,ODİ pedagojisi

References

1. Baker, W. (2015). Culture and identity through English as a lingua franca: Rethinking concepts and goals in intercultural communication. Boston: De Gruyter.
2. Bayyurt, Y. (2018). Issues of intelligibility in world Englishes and EIL contexts. World Englishes, 37(3),407–415.
3. Bayyurt, Y. & Sifakis, N. C. (2015a). Developing an ELF-aware pedagogy: insights from a self-education programme. In P. Vettorel (Ed.), New Frontiers in teaching and learning English (p. 55-76). Newcastle upon Tyne: Cambridge Scholars Publishing.
4. Bayyurt, Y. & Sifakis, N. C. (2015b). ELF-aware in-service teacher education: A transformative perspective. In H. Bowles & A. Cogo (Eds.), International perspectives on teaching English as a lingua Franca (p. 117-135). Basingstoke: Palgrave Macmillan.
5. Bayyurt, Y. & Sifakis, N. C. (2017). Foundations of an EIL-aware teacher education. In A. Matsuda (Ed.), Preparing teachers to teach English as an international language (p. 3-18). Clevedon: Multilingual Matters.
6. Berns, M. (2005). Expanding on the expanding circle: where do WE go from here? World Englishes, 24(1), 85–93.
7. Biricik-Deniz, E. (2017). A case study on ELF-aware pre-service language teacher education model: Theory into practice. (Unpublished doctoral dissertation). Çukurova University, Adana, Turkey.
8. 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.

9. 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
10. Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
11. Christiansen, T.W. (2015). The rise of English as the global lingua franca. Is the world heading towards greater monolingualism or new forms of plurilingualism. Lingue e Linguaggi, 15, 129-154.
12. Cogo A. (2015) English as a Lingua Franca: Descriptions, Domains and Applications. In: Bowles H., Cogo A. (eds) International Perspectives on English as a Lingua Franca. International Perspectives on English Language Teaching (pp. 254-273). Palgrave Macmillan, London.
13. Dewey, M. (2012). Towards a post-normative approach: learning the pedagogy of ELF. Journal of English as a Lingua franca, 1(1), 141-170.
14. Dewey, M. (2014). Pedagogic criticality and English as a lingua Franca. Journal of the Spanish Association of Anglo-American Studies, 36(2), 11-30.
15. İnal, D. & Özdemir, E. (2013). Re/considering the English language teacher education programs in Turkey from an ELF standpoint: What do the academia, pre-service and in-service teachers think? In Y. Bayyurt and S. Akcan (Eds.), Proceedings of the 5th International Conference of English as a Lingua Franca May 24-26 2012 (pp. 198-207). Istanbul: Bogazici University Publications.
16. İnal, D. & Özdemir, E. (2015). Re/considering the English language teacher education programs in Turkey from an ELF standpoint: What do the academia, pre-service and in-service teachers think? In Y. Bayyurt and S. Akcan (Eds.), Current perspectives on pedagogy for English as a lingua Franca (pp. 135-152). Berlin: De Gruyter Mouton.
17. Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
18. Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181.
19. Jenkins, J. (2012). English as a lingua Franca from the classroom to the classroom. ELT Journal, 66, 486-494.
20. Jenkins, J. (2014). English as a lingua franca in the international university: The politics of academic English language policy. Oxon: Routledge.
21. Jenkins, J. (2015). Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, 2(3), 49-85.
22. Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281-315.
23. Kemaloğlu-Er, E. (2017). Integrating ELF-awareness into pre-Service teacher education: Insights from theory and practical experience. (Unpublished doctoral dissertation). Boğaziçi University, İstanbul, Turkey.
24. Kemaloğlu-Er, E. & Bayyurt, Y. (2019). ELF-aware Pre-Service Teacher Education: Teaching Practices and Reflections from Turkey. In L. Cavalheiro (Ed.). Preparing English Language Teachers for Today’s Globalized World (pp. 47-64). Lisbon: ULICES – University of Lisbon Center for English Studies.
25. Kohn, K. (2011). English as a lingua franca and the Standard English misunderstanding. English in Europe today. Sociocultural and educational perspectives, 72-94.
26. Kumaravadivelu, B. (1994) The Postmethod condition: (E)merging strategies for Second/foreign language teaching. TESOL Quarterly 28(1), 27– 48.
27. Mahboob, A. (2010). The NNEST lens: Non-native English speakers in TESOL. UK: Cambridge Scholars Publishing.
28. Marshall, C., & Rossman, G. B. (1999). Designing qualitative research. Thousand Oaks, California: Sage Publications.
29. Matsuda, A. (2003). Incorporating world Englishes in teaching English as an international language. TESOL Quarterly, 37(4), 719-729.
30. Matsuda, A. & Matsuda, P. K. (2018). Teaching English as an international language: A WEinformed paradigm for English language teaching. In E. L. Low & A. Pakir (Eds.), World Englishes: Re-thinking paradigms (pp. 64-77). London: Routledge.
31. McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.
32. Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis. London: Sage.
33. Moussu, L. & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching 41(3), 315-348.
34. Park, J. S. Y. & Wee, L. (2014). English as a lingua Franca: Lessons for language and mobility. Multilingual Margins, 1(1), 53-73.
35. Seidlhofer, B. (2003). A concept of international English and related issues: From ‘real English’ to ‘realistic English’?. Language Policy division, Council of Europe, Strasbourg.
36. Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua Franca. Applied Linguistics, 24, 209-239.
37. Seidlhofer, B. (2005). English as a lingua franca. ELT journal, 59(4), 339-341.
38. Seidlhofer, B. (2008). Standard future or half-baked quackery: Descripitve and pedagogic bearings on the globalisation of English". In Gnutzmann, Claus; Inteman, Frauke (Eds.). The globalisation of English and the English language classroom. (159-173). Tübingen: Gunter Narr Verlag.
39. Sifakis, N. C. (2004). Teaching EIL- Teaching intercultural or international English? What teachers should know. System, 32(3), 237-250.
40. Sifakis, N. C. (2007). The education of teachers of English as a lingua franca: A transformative perspective. International Journal of Applied Linguistics, 17(3), 355-374.
41. 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), 315-333.
42. Sifakis, N. C. & Bayyurt, Y. (2015). Insights from ELF and WE in teacher training in Greece and Turkey. World Englishes, 10, 471-484.
43. Sifakis, N.C. & Bayyurt, Y. (2016). Topic & Comment. ELF-aware teacher education and transformative learning. Comments on Éva Illés. Journal of English as a Lingua franca, 5(1), 147-153.
44. Sifakis, N. C. & Bayyurt, Y. (2018). ELF-aware teacher learning and development. In W. Baker, J. Jenkins & M. Dewey (Eds.), Handbook of English as a Lingua Franca. London: Routledge.
45. Sifakis, N. C. (2017). ELF awareness in English Language Teaching: Principles and processes. Applied Linguistics.
46. Vettorel, P. (2017). Communication Strategies and co-construction of meaning in ELF Communication: drawing on ‘Multilingual Resource Pools’, presentation given at ELF10 Conference ELF & Changing English.
47. Widdowson, H. G. (1994). The ownership of English. TESOL quarterly, 28(2), 377-389.