Chapter 2 English as a Lingua Franca curriculum from a decolonial perspective

Chapters in this book

1. Frontmatter I
2. Acknowledgements V
3. Contents VII
4. List of tables IX
5. List of figures XI
6. Acronyms XIII
7. Chapter 1 Understanding English as a Lingua Franca in Latin America: Aims and points of departure 1
8. Chapter 2 English as a Lingua Franca curriculum from a decolonial perspective 23
9. Chapter 3 “British English is much more prestigious, everybody knows that!”: Reproducing and resisting hegemonic language ideologies in Chilean English teacher education 41
10. Chapter 4 Introducing ELF-aware teacher education in Colombia: Voices of in-service teachers pursuing graduate studies 67
11. Chapter 5 Metalanguaging ELF: The transformational power of students’ critical dialogic talk 91
12. Chapter 6 Is there empowerment through ELF? Insights from the experience of Brazilian student-teachers 125
13. Chapter 7 Interactional Pragmatics Strategies (IPS) in spoken communication: Are business language courses in the Mexican Caribbean preparing students for (B)ELF? 153
14. Chapter 8 English language teachers’ understandings of English as an International Language or Global Lingua Franca: Comparative perspectives from Argentina, Venezuela and Ecuador 185
15. Chapter 9 A good match for diversity and inclusion? ELF and English teaching aspirations in Mexican Higher Education 217
16. Chapter 10 Looking back, forward, within and across 253
17. Notes on contributors 269
18. Index 271