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[Journal of English as a Lingua Franca] Standard language models variable lingua franca goals How can ELF-aware teacher education square the circle.pdf (2.19 MB)

Standard language models, variable lingua franca goals: how can ELF-aware teacher education square the circle?

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journal contribution
posted on 2023-06-09, 07:58 authored by Andrew Blair
Sceptical attitudes towards the relevance of ELF research for language pedagogy and teacher education are prevalent and well-documented. Some of this resistance may result from a misunderstanding of key concepts and arguments, some from practical concerns and context-specific factors such as syllabus and assessment frameworks. A significant difficulty in persuading ELT practitioners to adopt or recognise ELF positions is the apparent conflict between preferences for standard language models and the reality of variable lingua franca goals for learning and use. ELF potentially changes everything, yet is a phenomenon grounded in unchanging social fundamentals of language use. This article reports on part of a continuing study into the impact of ELF perspectives on experienced language teachers, with a focus on their attitudes and levels of awareness in relation to their professional development and contexts. How teachers are enabled and encouraged to overcome potential scepticism, and reconcile the perceived conflict between standard models and lingua franca goals in their practice, is crucial to the spread of a more appropriate, “ELF-aware” form of language teacher education. Responses are mixed, but generally insightful and engaged, even when expressing reservations or doubt. There is also some good news, with clear evidence that attitudes can be influenced, through exposure to ideas, reflection and motivation towards action.

History

Publication status

  • Published

File Version

  • Published version

Journal

Journal of English as a Lingua Franca

ISSN

2191-933X

Publisher

De Gruyter Mouton

Issue

2

Volume

6

Page range

345-366

Department affiliated with

  • Sussex Centre for Language Studies Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2017-09-19

First Open Access (FOA) Date

2018-09-12

First Compliant Deposit (FCD) Date

2017-09-19

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