Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-26T12:33:07.593Z Has data issue: false hasContentIssue false

6 - English as a Lingua Franca and Good Language Teachers

from Part I - Macro Perspectives

Published online by Cambridge University Press:  22 April 2020

Carol Griffiths
Affiliation:
University of Leeds
Zia Tajeddin
Affiliation:
Tarbiat Modares University, Iran
Get access

Summary

In Chapter 6, the author explores the interface between English as a lingua franca (ELF) and good language teaching and presents the findings of a small-scale exploration into teachers’ perceptions of ELF.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bayyurt, Y., & Sifakis, N. (2015). Developing an ELF-aware pedagogy: Insights from a self-education programme. In Vettorel, P. (Ed.), New frontiers in teaching and learning English (pp. 5576). Newcastle upon Tyne: Cambridge Scholars Publishing.Google Scholar
Canagarajah, S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.Google Scholar
Cogo, A. (2012). English as a lingua franca: Concepts, use and implications. ELT Journal, 66(1), 97105.CrossRefGoogle Scholar
Cogo, A., & Dewey, M. (2006). Efficiency in ELF communication: From pragmatic motives to lexico-grammatical innovation. Nordic Journal of English Studies, 5(2), 5993.CrossRefGoogle Scholar
Cogo, A., & Dewey, M. (2012). Analysing English as a lingua franca. London: Continuum.Google Scholar
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London: RoutledgeGoogle ScholarPubMed
Coşkun, A. (2011). Future English teachers’ attitudes towards EIL pronunciation. Journal of English as an International Language, 6(2), 4668.Google Scholar
Decke-Cornill, H. (2003). We would have to invent the language we are supposed to teach: The issue of English as a lingua franca in language education in Germany. In Byram, M. & Grundy, P. (Eds.), Context and culture in language teaching (pp. 5971). Clevedon: Multilingual Matters.Google Scholar
Dellar, H., & Walkley, A. (2005). Innovations elementary. London: Thomson Heinle.Google Scholar
Deniz, E. B., Özkan, Y., & Bayyurt, Y. (2016). English as a lingua franca: Reflections on ELF-related issues by preservice English language teachers in Turkey. The Reading Matrix, 16(2), 144161.Google Scholar
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.Google Scholar
Edu-Buandoh, D. F., & Otchere, G. (2012). “Speak English!” A prescription or choice of English as a lingua franca in Ghanaian schools. Linguistics and Education, 23, 301309.Google Scholar
Elder, C., & Davies, A. (2006). Assessing English as a lingua franca. Annual Review of Applied Linguistics, 26, 282304.Google Scholar
Firth, A. (1996). The discursive accomplishment of normality. On “lingua franca” English and conversation analysis. Journal of Pragmatics, 26, 237259.Google Scholar
Galloway, N. (2013). Global Englishes and English language teaching (ELT): Bridging the gap between theory and practice in a Japanese context. System, 41(3), 786803.CrossRefGoogle Scholar
Galloway, N., & Rose, H. (2014). Using listening journals to raise awareness of global Englishes in ELT. ELT Journal, 68(4), 386396.CrossRefGoogle Scholar
Galloway, N., & Rose, H. (2018). Incorporating global Englishes into the ELT classroom. ELT Journal, 72(1), 314.Google Scholar
Goh, C. (2009). Perspectives on spoken grammar. ELT Journal, 63(4), 303312.Google Scholar
Graddol, D. (1999). The decline of the native speaker. AILA Review, 13, 5768.Google Scholar
House, J. (1999). Misunderstanding in intercultural communication: Interactions in English as a lingua franca and the myth of mutual intelligibility. In Gnutzmann, C. (Ed.), Teaching and learning English as a global language (pp. 7389). Tübingen: Stauffenburg.Google Scholar
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1) 157181.Google Scholar
Jenkins, J. (2012). English as a lingua franca: From the classroom to the classroom. ELT Journal, 66(4), 486494.CrossRefGoogle Scholar
Jenkins, J. (2014). The internationalisation of higher education. But what about its lingua franca? In Murata, K. (Ed.), Waseda Working Papers in ELF (vol. 3) (pp. 1531). Tokyo: Waseda University.Google Scholar
Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281315.CrossRefGoogle Scholar
Jenkins, J., & Wingate, U. (2015). Staff and students’ perceptions of English language policies and practices in “international” universities: A case study from the UK. Higher Education Review, 42(2), 127.Google Scholar
Johnson, K. E., & Golombek, P. R. (2011). The transformative power of narrative in second language teacher education. TESOL Quarterly, 45(3), 486509.Google Scholar
Kaur, P. (2014). Attitudes towards English as a lingua franca. Procedia – Social and Behavioral Sciences, 118, 214221.CrossRefGoogle Scholar
Ke, I. C., & Cahyani, H. (2014). Learning to become users of English as a lingua franca (ELF): How ELF online communication affects Taiwanese learners’ beliefs of English. System, 46, 2838.CrossRefGoogle Scholar
Kohn, K. (2011). English as a lingua franca and the standard English misunderstanding. In Hower, D. A. & Wilton, A. (Eds.), English in Europe today: Sociocultural and educational perspectives (pp. 7194). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Lai, H. T. (2008). English as an international language? Taiwanese university teachers’ dilemma and struggle. English Today, 24, 3945.Google Scholar
Leung, C. (2005). Convivial communication: Recontextualizing communicative competence. International Journal of Applied Linguistics, 15(2), 119144.CrossRefGoogle Scholar
Maley, A. (2009). ELF: A teacher’s perspective. Language and Intercultural Communication, 9(3), 187200.Google Scholar
Matsuda, A. (2003). The ownership of English in Japanese secondary schools. World Englishes, 22(4), 483496.Google Scholar
Matsuura, H., Chiba, R., Mahoney, S., & Rilling, S. (2014). Accent and speech rate effects in English as a lingua franca. System, 46, 143150.Google Scholar
McKay, S. (2003). Teaching English as an international language: The Chilean context. ELT Journal, 57(2), 139148.Google Scholar
Mollin, S. (2006). Euro-English: Assessing variety status. Tübingen: Gunter Narr Verlag.Google Scholar
Nelson, C. L. (2011). Intelligibility in world Englishes: Theory and application. New York, NY: Routledge.Google Scholar
Norton, B. (1997). Language, identity and the ownership of English. TESOL Quarterly, 31(3), 409427.Google Scholar
Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.Google Scholar
Prodromou, L. (2008). English as a lingua franca: A corpus-based analysis. London: Continuum.Google Scholar
Ranta, E. (2010). English in the real world versus English at school: Finnish English teachers’ and students’ views. International Journal of Applied Linguistics, 20(2), 156177.CrossRefGoogle Scholar
Ren, W., Chen, Y. S., & Lin, C. Y. (2016). University students’ perceptions of ELF in mainland China and Taiwan. System, 56, 1327.Google Scholar
Rose, H., & Galloway, N. (2017). Debating standard language ideology in the classroom: Using the “speak good English movement” to raise awareness of global Englishes. RELC Journal, 48(3), 294301.CrossRefGoogle Scholar
Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209239.CrossRefGoogle Scholar
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.Google Scholar
Seidlhofer, B., & Widdowson, H. G. (2007). Idiomatic variation and change in English: The idiom principle and its realizations. In Smit, U., Dollinger, S., Hüttner, J., Kaltenböck, G., & Lutzky, U. (Eds.), Tracing English through time: Explorations in language variation (pp. 359374). Vienna: Braumüller.Google Scholar
Sifakis, N. C. (2009). Challenges in teaching ELF in the periphery: The Greek context. ELT Journal, 63(3), 230237.Google Scholar
Sifakis, N. C., & Bayyurt, Y. (2015). Insights from ELF and WE in teacher training in Greece and Turkey. World Englishes, 34(3), 471484.Google Scholar
Sifakis, N. C., & Sougari, A. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers’ beliefs. TESOL Quarterly, 39(3), 467488.Google Scholar
Snowden, C. (2012). ELF on a mushroom: The overnight growth in English as a lingua franca. ELT Journal, 66(1), 8996.CrossRefGoogle Scholar
Soruç, A. (2015). Non-native teachers’ attitudes towards English as a lingua franca. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 30(1), 239251.Google Scholar
Soruç, A., & Griffiths, C. (2015). Identity and the spoken grammar dilemma. System, 50, 3242.CrossRefGoogle Scholar
Wang, W. (2015). Teaching English as an international language in China: Investigating university teachers’ and students’ attitudes towards China English. System, 53, 6072.Google Scholar
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 377388.CrossRefGoogle Scholar
Widdowson, H. G. (2012). ELF and the inconvenience of established concepts. Journal of English as a Lingua Franca, 1(1), 526.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×