Promoting ELF awareness in Language Teacher Education and ELT practices: perspectives and challenges

Paola Vettorel; Monica Antonello

doi:10.1515/jelf-2023-2005

Article

Promoting ELF awareness in Language Teacher Education and ELT practices: perspectives and challenges

Paola Vettorel and Monica Antonello

Published/Copyright: August 8, 2023

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From the journal Journal of English as a Lingua Franca Volume 12 Issue 1

Abstract

Research into the pedagogical implications of English as a Lingua Franca (ELF) has seen important developments over the last decade, through investigation of how English Language Teaching (ELT) can, and should, respond to the challenges and issues connected to the global spread of English in terms of curricula, syllabi, materials and classroom practices. In this perspective, Language Teacher Education is a central factor to promote awareness of the necessity to respond to how English is used as a global lingua franca today, not least in terms of Language Awareness, multilingual practices and meaning negotiation through Communication Strategies. In this paper we aim at addressing aspects related to teacher awareness as to ELF, in terms of how ‘language’, ‘language teaching and learning’ and ‘language use’ are conceived within an ELF-aware perspective. We will look in particular at the role that Language Awareness, Communicative Competence especially as to its strategic dimension in pragmatic moves, and multilingual practices play in ELF, and at their relevance in raising teachers’ awareness of ELF and ELF-aware pedagogic practices. We will then examine how these aspects interrelate with the three components in Sifakis’ ELF awareness model – awareness of language and language use, awareness of instructional practices, awareness of learning – also providing exemplifications of activities that could be used in ELF-oriented Teacher Education, and in ELT practices, to foster reflection on how they can become part of English language teaching and learning.

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La ricerca sulle implicazioni pedagogiche della ricerca ELF ha avuto importanti sviluppi nell’ultimo decennio grazie agli studi relativi a come l’insegnamento dell’inglese possa, e debba, rispondere alle sfide connesse alla diffusione globale dell’inglese in termini di curricula, sillabi, materiali e pratiche didattiche. In questa prospettiva, la formazione degli insegnanti di lingua è un fattore centrale per la promozione di un cambio di prospettiva nell’insegnamento della lingua inglese, e di consapevolezza sulla necessità di rispondere all’uso attuale dell’inglese come lingua franca, anche in termini di consapevolezza linguistica, pratiche multilingue e di negoziazione di significato tramite le strategie comunicative. In questo articolo intendiamo affrontare aspetti relativi alla consapevolezza degli insegnanti per quanto riguarda l’ELF, in termini di come la ‘lingua’, ‘l’insegnamento e apprendimento delle lingue’ e ‘l’uso della lingua’ vengono concettualizzati in una prospettiva ELF. Si esamineranno in particolare il ruolo della consapevolezza linguistica, della competenza comunicativa, in riferimento soprattutto alla sua dimensione strategica attraverso l’uso di mosse pragmatiche, e delle pratiche multilingue nell’ELF, e della loro rilevanza nel promuovere consapevolezza dell’ELF e delle pratiche pedagogiche ad esso connesse. Si prenderà poi in esame come questi aspetti si rapportino alle tre componenti del modello ‘ELF Awareness’ proposto da Sifakis – ovvero consapevolezza della lingua e dell’uso della lingua, consapevolezza delle pratiche didattiche, consapevolezza dell’apprendimento – fornendo esemplificazioni di attività che potrebbero essere utilizzate nella formazione insegnanti orientata all’ELF, e nelle pratiche pedagogiche, per favorire una riflessione su come possano diventare parte dell’insegnamento e dell’apprendimento della lingua inglese.

Keywords: Communication Strategies; ELF awareness; ELF-aware Language Teacher Education; ELF-aware pedagogic practices; English as a Lingua Franca; Language Awareness

Parole chiave: Strategie Comunicative; Consapevolezza ELF; Formazione insegnanti di lingua ELF-aware; pedagogia ELF-aware; Inglese come Lingua Franca; Consapevolezza Linguistica

Corresponding author: Paola Vettorel and Monica Antonello, Department of Foreign Languages and Literatures, University of Verona, Via S. Francesco, 22, 37129 Verona, Italy, E-mail: paola.vettorel@univr.it, monica.antonello@univr.it

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Published Online: 2023-08-08

Published in Print: 2023-03-28

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Articles in the same Issue

https://doi.org/10.1515/jelf-2023-2005

Keywords for this article

Communication Strategies; ELF awareness; ELF-aware Language Teacher Education; ELF-aware pedagogic practices; English as a Lingua Franca; Language Awareness