Culture, curriculum design, syllabus and course development in the light of BELF
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Patricia Pullin
Patricia Pullin has a PhD in Applied Linguistics from the University of Birmingham and an MA in TESOL from the Institute of Education, London University. She is a discourse analyst and her research interests include spoken interaction in English as a lingua franca, in both academic and professional contexts, and the interfaces between language and culture(s). She is also involved in curriculum development and the application of research findings to the classroom.
Abstract
Research into the use of BELF, notably through the analysis of authentic data from business contexts, has shown that BELF communication is intrinsically intercultural, with BELF being used in a wide range of settings and with diverse constellations of interlocutors. Yet, whilst business English teaching materials take a range of approaches to culture, they often fail to address the complexity of intercultural communication or integrate it sufficiently in the overall curriculum. In this paper, findings from BELF research on oral interaction in the workplace are considered from the point of view of pragmatics and in relation to the interface between culture and language. It is proposed that by adopting a research-based approach to curriculum design, syllabus and course development, which addresses not only intercultural communication within the overall concept of communicative competence, but also learning theory and teaching methodology, awareness of intercultural aspects of communication can both be raised in a more systematic manner and also applied in the classroom. This should help those entering the jobs' market to better meet the needs of today's employers and globalised markets. Finally, practical suggestions are given for possible approaches to the teaching of intercultural communication within the context of business English training and, above all, in the light of BELF research findings. The need for change in teacher education is also considered.
Résumé
Les recherches menées sur l'utilisation de l'anglais économique comme lingua franca (BELF), notamment par l'analyse de données authentiques provenant du monde des affaires, ont montré que la communication en BELF est intrinsèquement interculturelle et que le BELF est employé à travers un large éventail de contextes et dans diverses constellations d'interlocuteurs. Toutefois, bien que le matériel d'enseignement consacré à l'anglais des affaires multiplie les approches sur la culture, il échoue souvent à aborder la complexité de la communication interculturelle ou à l'intégrer suffisamment dans les programmes d'études de langues. Dans cet article, les résultats de recherches en BELF sur l'interaction orale au sein de la place de travail sont considérés du point de vue de la pragmatique et en relation avec l'interface entre culture et langue. Nous proposons de mieux sensibiliser aux aspects interculturels de la communication, d'une façon plus systématique et applicable dans les salles de classe, en adoptant une approche basée sur la recherche en élaboration de programmes d'études, ainsi qu'en développement de syllabus et de cours qui prendra en compte non seulement la communication interculturelle au sein du concept général de compétence communicative, mais y ajoutera également la théorie de l'apprentissage et la méthodologie d'enseignement. Ceci devrait permettre à ceux qui entreront dans le marché du travail de mieux répondre aux besoins des employeurs d'aujourd'hui et des marchés mondialisés. Finalement, nous offrirons des suggestions pratiques d'approches possibles pour enseigner la communication interculturelle dans un contexte d'étude de l'anglais économique et, surtout, au vu des résultats de la recherche en BELF. Nous examinerons également le besoin d'un changement dans la formation des enseignants.
About the author
Patricia Pullin has a PhD in Applied Linguistics from the University of Birmingham and an MA in TESOL from the Institute of Education, London University. She is a discourse analyst and her research interests include spoken interaction in English as a lingua franca, in both academic and professional contexts, and the interfaces between language and culture(s). She is also involved in curriculum development and the application of research findings to the classroom.
©2015 by Walter de Gruyter Berlin/Munich/Boston
Artikel in diesem Heft
- Frontmatter
- Articles
- Teaching ELF, BELF, and/or Intercultural Communication? – Introduction
- Culture and complexity through English as a lingua franca: rethinking competences and pedagogy in ELT
- Culture, curriculum design, syllabus and course development in the light of BELF
- Intercultural awareness, (B)ELF, and bridging the gap between theory and practice: a response to Baker and Pullin
- Negotiation as the way of engagement in intercultural and lingua franca communication: frames of reference and Interculturality
- Understanding and misunderstanding in the Common European Framework of Reference: what we can learn from research on BELF and Intercultural Communication
- English in multinational companies: implications for teaching “English” at an international business school
- Complexity, negotiability, and ideologies: a response to Zhu, Pitzl, and Kankaanranta et al.
- Reprints
- Precursors: introductory remarks on Smith (1976, 1983 [1981]) and Knapp (1987)
- English as an International Auxiliary Language
- English as an international language: No room for linguistic chauvinism
- English as an International lingua franca and the Teaching of Intercultural Communication
- Topic & Comment
- Criticising ELF
- Book Reviews
- Book Review
- Book Review
- Book Review
- Book Review
- Book Review
Artikel in diesem Heft
- Frontmatter
- Articles
- Teaching ELF, BELF, and/or Intercultural Communication? – Introduction
- Culture and complexity through English as a lingua franca: rethinking competences and pedagogy in ELT
- Culture, curriculum design, syllabus and course development in the light of BELF
- Intercultural awareness, (B)ELF, and bridging the gap between theory and practice: a response to Baker and Pullin
- Negotiation as the way of engagement in intercultural and lingua franca communication: frames of reference and Interculturality
- Understanding and misunderstanding in the Common European Framework of Reference: what we can learn from research on BELF and Intercultural Communication
- English in multinational companies: implications for teaching “English” at an international business school
- Complexity, negotiability, and ideologies: a response to Zhu, Pitzl, and Kankaanranta et al.
- Reprints
- Precursors: introductory remarks on Smith (1976, 1983 [1981]) and Knapp (1987)
- English as an International Auxiliary Language
- English as an international language: No room for linguistic chauvinism
- English as an International lingua franca and the Teaching of Intercultural Communication
- Topic & Comment
- Criticising ELF
- Book Reviews
- Book Review
- Book Review
- Book Review
- Book Review
- Book Review
