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Mind the Gap EFL/ELF: What lies in between what teachers teachand what students use, and its pedagogical implications

Yıl 2013, Cilt: 30 Sayı: 1, 1 - 13, 03.09.2015

Öz

From the observations collected as a non-native English teacher in Italian high schools and from the data of my qualitative PhD research on the use of English/es among native and non-native Italian adolescent students, I will here investigate within the gap which is opening between what English teachers teach and what English students use in a context where English is taught and learned as EFL. Analyzing what is happening between language as norm and language as use, I will also address the pedagogical challenges that ELF advances, but also the educational opportunities it offers in the perspective of a critical linguistic pedagogy as it puts into evidence the cultural, complex and situated nature of language and of interactional encounters.

Kaynakça

  • Alim, S. H., Ibrahim, A., & Pennycook, A. (Eds). (2009). Global linguistic flows: Hip hop cultures, youth identities, and the politics of language. London, New York: Routledge.
  • Androutsopoulos, J. (2009). Language and the three spheres of hip hop. In Alim et al., Global linguistic flows: Hip hop cultures, youth identities, and the politics of language. (pp.43-62).
  • Auer, P. (Ed). (1998). Code-switching in conversation: Language, interaction and identity. London, New York: Routledge.
  • Auer, P. (Ed). (2007). Style and social identities. Alternative approaches to linguistic heterogeneity. Berlin; NewYork: Mouton de Gruyter.
  • Bagna C., Barni M.. (2005). Spazi e lingue condivise. Il contatto fra l’italiano e le lingue degliimmigrati: percezioni, dichiarazioni d’uso e usi reali. Il caso di Monterotondo e Mentana.(223-251). In C. Guardiano, E. Calaresu, C. Robustelli, & A. Carli (Eds.). Lingue, Istituzioni, Territori. Atti del XXXVIII Congresso Internazionale di Studi della Società di Linguistica Italiana. Modena 23-25 settembre 2004, Roma: Bulzoni.
  • Bazzanella, C. (2011). Linguistica e pragmatica del linguaggio: un’introduzione (3° ed.). Roma: GLFeditori Laterza.
  • Dewey, M. (2012a). Beyond labels and categories in English language teaching: Critical reflections on popular conceptualisations. In C. Leung & B.Street (Eds.). English – A changing medium for schooling. Bristol: Multilingual Matters.
  • Dewey, M. (2012b). Towards a post-normative approach: learning the pedagogy of ELF. Journal of English as Lingua Franca. 1(1), 141-170.
  • Dewey, M. (2007). English as a lingua franca and globalization: an interconnected perspective.International Journal of Applied Linguistics, 17(3), 332-354.
  • Colombo, M., & Santagati, M. (2010). Interpreting social inclusion of young immigrants in Italy. Italian Journal of Sociology of Education, 4, 9-48.
  • Fairclough, N. (1989). Language and power. London; New York: Longman.
  • Freire, P. (1970). The pedagogy of the oppressed. New York: Herder & Herder.
  • Flick, U. (2007).Designing qualitative research. London: SAGE.
Yıl 2013, Cilt: 30 Sayı: 1, 1 - 13, 03.09.2015

Öz

Kaynakça

  • Alim, S. H., Ibrahim, A., & Pennycook, A. (Eds). (2009). Global linguistic flows: Hip hop cultures, youth identities, and the politics of language. London, New York: Routledge.
  • Androutsopoulos, J. (2009). Language and the three spheres of hip hop. In Alim et al., Global linguistic flows: Hip hop cultures, youth identities, and the politics of language. (pp.43-62).
  • Auer, P. (Ed). (1998). Code-switching in conversation: Language, interaction and identity. London, New York: Routledge.
  • Auer, P. (Ed). (2007). Style and social identities. Alternative approaches to linguistic heterogeneity. Berlin; NewYork: Mouton de Gruyter.
  • Bagna C., Barni M.. (2005). Spazi e lingue condivise. Il contatto fra l’italiano e le lingue degliimmigrati: percezioni, dichiarazioni d’uso e usi reali. Il caso di Monterotondo e Mentana.(223-251). In C. Guardiano, E. Calaresu, C. Robustelli, & A. Carli (Eds.). Lingue, Istituzioni, Territori. Atti del XXXVIII Congresso Internazionale di Studi della Società di Linguistica Italiana. Modena 23-25 settembre 2004, Roma: Bulzoni.
  • Bazzanella, C. (2011). Linguistica e pragmatica del linguaggio: un’introduzione (3° ed.). Roma: GLFeditori Laterza.
  • Dewey, M. (2012a). Beyond labels and categories in English language teaching: Critical reflections on popular conceptualisations. In C. Leung & B.Street (Eds.). English – A changing medium for schooling. Bristol: Multilingual Matters.
  • Dewey, M. (2012b). Towards a post-normative approach: learning the pedagogy of ELF. Journal of English as Lingua Franca. 1(1), 141-170.
  • Dewey, M. (2007). English as a lingua franca and globalization: an interconnected perspective.International Journal of Applied Linguistics, 17(3), 332-354.
  • Colombo, M., & Santagati, M. (2010). Interpreting social inclusion of young immigrants in Italy. Italian Journal of Sociology of Education, 4, 9-48.
  • Fairclough, N. (1989). Language and power. London; New York: Longman.
  • Freire, P. (1970). The pedagogy of the oppressed. New York: Herder & Herder.
  • Flick, U. (2007).Designing qualitative research. London: SAGE.
Toplam 13 adet kaynakça vardır.

Ayrıntılar

Bölüm Özgün Çalışma
Yazarlar

Paola Giorgis Bu kişi benim

Yayımlanma Tarihi 3 Eylül 2015
Yayımlandığı Sayı Yıl 2013 Cilt: 30 Sayı: 1

Kaynak Göster

APA Giorgis, P. (2015). Mind the Gap EFL/ELF: What lies in between what teachers teachand what students use, and its pedagogical implications. Bogazici University Journal of Education, 30(1), 1-13.