1 / 11

The data: Ollie and Stavros

The data: Ollie and Stavros. O: What- what parts of ummm like your lessons (.) have you enjoyed (.) doing (.) with Rachel. S: (2.0) Hmm? O: What parts of your ermmm ((LS)) (1.0) foundation programme have you enjoyed doing with Rachel. S: (.) We- I don’t have Rachel.

hawa
Download Presentation

The data: Ollie and Stavros

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The data: Ollie and Stavros O: What- what parts of ummm like your lessons (.) have you enjoyed (.) doing (.) with Rachel. S: (2.0) Hmm? O: What parts of your ermmm ((LS)) (1.0) foundation programme have you enjoyed doing with Rachel. S: (.) We- I don’t have Rachel. O: Oh you do:n’t? oh right. So what- (1.0) what lessons d- what lessons are you doin’?

  2. ELF in the UK Research is also beginning to show how bad some native speakers are at using English for international communication. It may be that elements of an [English as a lingua franca] syllabus could usefully be taught within a mother tongue curriculum. (Graddol, 2006 p. 87)

  3. ELF as a process multilingual communities have known [this] all along: language learning and language use succeed through performance strategies, situational resources, and social negotiations in fluid communicative contexts. Proficiency is therefore practice-based, adaptive and emergent…. The speakers are able to monitor each other’s language proficiency to determine mutually the appropriate grammar, lexical range and pragmatic conventions that would ensure intelligibility. (Canagarajah, 2007 pp. 923 - 925)

  4. Teaching ELF? By thinking in terms of raising awareness, directing attention, developing sensitivity, challenging assumptions, etc., [Conversation Analysis] can [help] professionals to deepen their understanding and develop new competencies. (Richards, 2007 pp. 5 - 6)

  5. Introducing English as a lingua franca: an online tutorial • Self-directed • Can be used in class, or individually • Gives students practice in recording, transcribing, and reflecting on their conversation www.englishlinguafranca.com

  6. www.englishlinguafranca.com

  7. LEARN (pre-activity) What is ELF? Notation symbols Examples of classroom talk, recording and transcribing, analysis PRACTICE (activity) Form a group Record a discussion Transcribe Compare transcriptions Discuss Structure of the tutorial

  8. Ilias: a beginner transcriber

  9. Ollie and Stavros: discussing their transcript

  10. www.englishlinguafranca.com How and where can it be used? • In any university class • As a group assignment • Embedded into a required study skills course • As part of list of online study skills resources

  11. Questions • What about your students?? What are/might be the implications of their monolithic beliefs about language and/or lack of exposure to varieties of English? • What could be done to improve their language awareness?

More Related