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ELF- or NES-oriented pedagogy: enhancing learners’ intercultural communicative competence using a dual teaching model

  • Antonio Taglialatela

    Antonio Taglialatela is a researcher in English Linguistics and Translation at the University of Tuscia in Viterbo–Italy and co-director of the Summer School on British and Anglo-American Cultural Studies at the University of Urbino. Recently, he has been appointed as a research fellow in English as a lingua franca and intercultural communication by The ENGLISHERS’ LLL International Research & Training Organization based in Ankara–Turkey, and he also operates as Training Director for the same organization. He is a member of the Advisory Board of the Italian Association of Foreign Language Teachers (ANILS) and member of several associations, such as The European Society for the Study of English, The History and Translation Network, and the REII Network (Directorate General for Translation of the European Commission), among others. His research interests and publication fields range from English as a lingua franca and intercultural communication in socio-educational contexts to EU multilingualism and translation, and he has presented internationally on these topics.

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Abstract

This study underpins the integration of an English as a lingua franca (ELF)-oriented approach into traditional English language teaching (ELT) to develop learners’ full intercultural awareness and intercultural communicative competence (ICC). The aim is to inform prospective and senior teachers as well as practitioners about the need for adequate preparation for learners to face any speech situations involving native and non-native English speakers. Using informal classroom observations from different Italian education cycles, this study adopts a multidimensional approach to traditional ELT, combining some main ICC and ELF pedagogy tenets. Our discussion indicates that a dual teaching model, including the native English speaker (NES) model for the structural section of language teaching and learning and the ELF intercultural competent communicator model for the intercultural section, can be attained by shifting conveniently from model to model. Therefore, this study offers a fresh perspective on an extensively addressed topic by clarifying and explicitly combining the underlying connections between the main ICC and ELF tenets. This study intends to encourage teachers and practitioners to change their attitudes, perceptions, and concerns towards integrating ELF-oriented approaches into traditional ELT to tackle today’s intercultural communicative challenges outside the classroom.


Corresponding author: Antonio Taglialatela, Department of Modern Languages and Literatures, History, Philosophy and Law Studies, University of Tuscia, Via San Carlo 32, Room S15, 01100, Viterbo, Italy, E-mail:

About the author

Antonio Taglialatela

Antonio Taglialatela is a researcher in English Linguistics and Translation at the University of Tuscia in Viterbo–Italy and co-director of the Summer School on British and Anglo-American Cultural Studies at the University of Urbino. Recently, he has been appointed as a research fellow in English as a lingua franca and intercultural communication by The ENGLISHERS’ LLL International Research & Training Organization based in Ankara–Turkey, and he also operates as Training Director for the same organization. He is a member of the Advisory Board of the Italian Association of Foreign Language Teachers (ANILS) and member of several associations, such as The European Society for the Study of English, The History and Translation Network, and the REII Network (Directorate General for Translation of the European Commission), among others. His research interests and publication fields range from English as a lingua franca and intercultural communication in socio-educational contexts to EU multilingualism and translation, and he has presented internationally on these topics.

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Received: 2020-12-17
Accepted: 2022-05-02
Published Online: 2022-05-30
Published in Print: 2024-03-25

© 2022 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. ELF- or NES-oriented pedagogy: enhancing learners’ intercultural communicative competence using a dual teaching model
  4. “You can’t start a fire without a spark”. Enjoyment, anxiety, and the emergence of flow in foreign language classrooms
  5. “You have to repeat Chinese to mother!”: multilingual identity, emotions, and family language policy in transnational multilingual families
  6. On the influence of the first language on orthographic competences in German as a second language: a comparative analysis
  7. Validating the conceptual domains of elementary school teachers’ knowledge and needs vis-à-vis the CLIL approach in Chinese-speaking contexts
  8. Agentive engagement in intercultural communication by L2 English-speaking international faculty and their L2 English-speaking host colleagues
  9. Review Article
  10. Illuminating insights into subjectivity: Q as a methodology in applied linguistics research
  11. Research Articles
  12. Making sense of trans-translating in blogger subtitling: a netnographic approach to translanguaging on a Chinese microblogging site
  13. The shape of a word: single word characteristics’ effect on novice L2 listening comprehension
  14. Success factors for English as a second language university students’ attainment in academic English language proficiency: exploring the roles of secondary school medium-of-instruction, motivation and language learning strategies
  15. LexCH: a quick and reliable receptive vocabulary size test for Chinese Learners
  16. Examining the role of writing proficiency in students’ feedback literacy development
  17. Confucius Institute and Confucius Classroom closures: trends, explanations and future directions
  18. Translanguaging as decoloniality-informed knowledge co-construction: a nexus analysis of an English-Medium-Instruction program in China
  19. The effects of task complexity on L2 English rapport-building language use and its relationship with paired speaking test task performance
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