English as a lingua franca defined by pre-service teachers: insights from theory and practice
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Elif Kemaloglu-Er
Elif Kemaloglu-Er is Assistant Professor in the Department of Translation and Interpreting at Adana Alparslan Türkeş Science and Technology University in Adana, Turkey. She received her PhD degree in English language education at Bogazici University with her dissertation on ELF-aware pre-service teacher education, which was the first of its kind. Several of her publications focus on ELF-awareness in language teaching and language teacher education and she has been an active participant and a leader in multifaceted ELF-related projects. Her research interests include applied linguistics, ELF, and Global Englishes.
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Yasemin Bayyurt
Yasemin Bayyurt is Professor of Applied Linguistics in the Department of Foreign Language Education, Boğaziçi University, Istanbul, Turkey. Her published work includes articles in indexed/refereed journals and edited books/book chapters on ELF-aware in- and pre-service teacher education, Culture in ELT, Blended Learning, and EMI in higher education. Her current research focuses on methodological issues in ELF-awareness and CLIL in K12 classrooms, and distance/blended learning. She is the co-editor of
Current Perspectives on Pedagogy for ELF (De Gruyter, 2015) and recently she editedBloomsbury World Englishes Volume 3: Pedagogies (Bloomsbury, 2021).
Abstract
Despite the sheer reality of English used as a lingua franca in and outside L2 English classrooms, many teachers are still unaware of the concept of English as a lingua franca (ELF), which makes integration of ELF awareness into teacher education essential. This study presents an “ELF-aware” education model for pre-service teachers and analyses the definitions of ELF made by the pre-service teachers exposed to this model before, during and after their training and documents the ways they changed, if any. The data were collected by an open-ended questionnaire and semi-structured interviews which were thematically analysed. According to our findings, ELF conceptualizations reveal increased awareness. Perceptions of ELF changed from a global concept to a communicative construct and ultimately to a humanistic pedagogical perspective accepting non-native users of English with their own variability. The data imply the evolving roles of the participants from (i) outsiders to ELF to (ii) ELF-aware users and owners of English and ultimately to (iii) potential ELF-aware practitioners and disseminators of ELF knowledge. With variability of definitions and implied roles changing at each phase of the training, the ELF-aware pre-service teacher education model has proved to be effective in making the participants increasingly aware of the ELF concept.
Öz
İngilizcenin ortak bir dil olarak ikinci dil sınıflarının içinde ve dışında kullanılması mutlak bir gerçeklik olmasına ragmen pek çok öğretmen ortak bir dil olarak İngilizce / English as a lingua franca (ELF) kavramının halen farkında değildir. Bu durum ELF farkındalığının öğretmen eğitimine entegre edilmesini gerekli kılmaktadır. Bu çalışma hizmet öncesi öğretmenler için “ELF farkındalığını arttıran” bir eğitim modeli sunmakta ve bu modele maruz kalan hizmet öncesi öğretmenlerin eğitim öncesindeki, eğitim esnasındaki ve eğitim sonrasındaki ELF tanımlarını incelemekte ve tanımlarda değişiklik varsa tanımların ne şekilde değişiklik gösterdiklerini belgelemektedir. Veriler açık uçlu anket ve yarı yapılandırılmış mülakatlar aracılığıyla toplanmış ve tematik olarak analiz edilmiştir. Sonuçlarımıza göre ELF kavramsallaştırmaları farkındalıkta yükselme olduğunu ortaya koymaktadır. ELF algıları global bir kavramdan iletişimsel bir yapıya ve son noktada İngilizceyi ana dil olarak kullanmayan kullanıcıları kendi çeşitlilikleri ile kabul eden insancıl bir pedagojik bakış açısına dönüşmüştür. Veriler katılımcıların evrim geçiren rollerine işaret etmektedir. Bu doğrultuda katılımcılar (i) ELF’e yabancı kişilerden, (ii) ELF farkındalığı olan İngilizce kullanıcı ve sahiplerine ve nihai noktada (iii) ELF farkındalığı olan potansiyel uygulayıcılara ve ELF bilgisini yayan kişilere dönüşmüşlerdir. Tanım çeşitliliği ve eğitimin her aşamasında değişim gösteren örtük rollerle birlikte ELF farkındalığını arttırmaya yönelik hizmet öncesi öğretmen eğitim modelinin katılımcıların ELF kavramıyla ilgili farkındalıklarını giderek yükseltmede etkin bir araç olduğu ortaya konulmuştur.
About the authors
Elif Kemaloglu-Er is Assistant Professor in the Department of Translation and Interpreting at Adana Alparslan Türkeş Science and Technology University in Adana, Turkey. She received her PhD degree in English language education at Bogazici University with her dissertation on ELF-aware pre-service teacher education, which was the first of its kind. Several of her publications focus on ELF-awareness in language teaching and language teacher education and she has been an active participant and a leader in multifaceted ELF-related projects. Her research interests include applied linguistics, ELF, and Global Englishes.
Yasemin Bayyurt is Professor of Applied Linguistics in the Department of Foreign Language Education, Boğaziçi University, Istanbul, Turkey. Her published work includes articles in indexed/refereed journals and edited books/book chapters on ELF-aware in- and pre-service teacher education, Culture in ELT, Blended Learning, and EMI in higher education. Her current research focuses on methodological issues in ELF-awareness and CLIL in K12 classrooms, and distance/blended learning. She is the co-editor of Current Perspectives on Pedagogy for ELF (De Gruyter, 2015) and recently she edited Bloomsbury World Englishes Volume 3: Pedagogies (Bloomsbury, 2021).
Acknowledgments
We would like to thank the participants of this study.
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Research funding: We would like to thank Bogazici University Research Fund for supporting this study under the grant number 8000.
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© 2021 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Articles
- A comparison of spoken and signed lingua franca communication: the case of English as a lingua franca (ELF) and International Sign (IS)
- Understanding CLIL from an ELF perspective: language in Taiwanese primary bilingual education
- English as a lingua franca defined by pre-service teachers: insights from theory and practice
- TED talks: multimodal communicative affordances for EPS/ELF dissemination
- Investigating the roles of first language (L1) speakers in lingua franca communication in multicultural classrooms: a case study of Japanese as a Lingua Franca (JLF)
- Book Reviews
- Dovchin, Sender: Language, Social Media & Ideologies: Translingual Englishes, Facebook & Authenticities
- Dafouz, Emma, and Ute Smit: ROAD-MAPPING English Medium Education in the Internationalised University
Artikel in diesem Heft
- Frontmatter
- Articles
- A comparison of spoken and signed lingua franca communication: the case of English as a lingua franca (ELF) and International Sign (IS)
- Understanding CLIL from an ELF perspective: language in Taiwanese primary bilingual education
- English as a lingua franca defined by pre-service teachers: insights from theory and practice
- TED talks: multimodal communicative affordances for EPS/ELF dissemination
- Investigating the roles of first language (L1) speakers in lingua franca communication in multicultural classrooms: a case study of Japanese as a Lingua Franca (JLF)
- Book Reviews
- Dovchin, Sender: Language, Social Media & Ideologies: Translingual Englishes, Facebook & Authenticities
- Dafouz, Emma, and Ute Smit: ROAD-MAPPING English Medium Education in the Internationalised University
