ENGLISH AS A LINGUA FRANCA AND SOME IMPLICATIONS FOR ENGLISH TEACHERS

1. ENGLISH AS A LINGUA FRANCA AND SOME IMPLICATIONS FOR ENGLISH TEACHERS • Penny Ur • ETAI 2008

2. Initial Concepts and Assumptions

3. Probably between two and three billion people speak English. • These may be defined according to Kachru’s three circles: inner, outer, expanding (Kachru, 1992).

4. expanding circle outer circle inner circle Kachru, 1985

5. Probably between two and three billion people speak English. • These may be divided into Kachru’s three circles: inner, outer, expanding (Kachru, 1992). • But today the majority of English speakers are located in the outer or expanding circles, using English as a lingua franca (ELF). • It is used for: academic purposes; political negotiation; tourism; entertainment; business and finance; information; personal social interaction …

6. Most educated speakers of other languages are at least bilingual. • Both centrifugal and centripetal trends are developing: a proliferation of local ‘Englishes’, side by side with a generally comprehensible standard variety.

7. Some general implications

8. The user of English as a lingua franca • May be either ‘native’ or ‘non-native’ • Is typically bi- (or multi-)lingual, or bi-dialectal • Is likely to be skilled in communicative and comprehension strategies.

9. The fully competent speaker of English as a lingua franca • A speaker with full and accurate mastery of the grammar and lexis of the language, with an accent that is easily comprehensible to other ELF speakers. • May or may not be originally a native speaker.

10. Three circles redefined? • Perhaps it is more useful, therefore, to define the three circles of users of English internationally simply in terms of their level of competence in the language rather than in terms of where they live and whether or not they are ‘native speakers’.

11. ELF Speakers Limited Competent Fully competent Adapted from Rajadurai, 2005

12. Some implications for English teachers worldwide 1 The language to be taught

13. Various options: • One of the mainstream native varieties • A ‘common core’ syllabus; communication is more important than accuracy • Varied models: diversity • A world standard model

14. A native model • Advantages: • - Accepted by many teachers and learners • - Prestigious • - Defined and codified • - Clear basis for materials and tests

15. A native model • Disadvantages: • - Not used by fully competent speakers • - Not appropriate for ELF contexts • - Difficulty of deciding which native variety to choose • - Full competence not normally achievable

16. A ‘common core’ syllabus • The argument: we need to teach for communication, and a lot of users of English as a lingua franca are communicating perfectly effectively without standard grammatical usages. • So maybe we shouldn’t worry too much about accuracy in our teaching, as long as the learners are making themselves understood?

17. What are our priorities? • Some applied linguists claim that many so-called errors are in fact ‘variant’ forms commonly used by many users of English as a lingua franca and therefore should not be corrected. • Examples: • He ain’t • She go • The people which…

18. ‘Despite the accumulating evidence against IL theory, the literature on teaching English still regularly contains advice for teachers in both outer and expanding circles on how to reduce IL errors and how to reverse fossilization … there is still little if any awareness among TESOL practitioners and SLA researchers that learners may be producing forms characteristic of their own variety of English, which reflect the sociolinguistic reality of their English use …far better than either British or American norms are able to do’. • Jenkins, 2006:168

19. A ‘common core’ • Advantages: • - includes common ‘unproblematic’ variants • - relatively easily achievable • - universally comprehensible • - at present being researched

20. A ‘common core’ code • Disadvantages: • - not the variety used by fully competent speakers • - not the most common forms used in ELF interactions • - unacceptable to teachers, learners, materials writers and test designers

21. Diverse, flexible models • Rather than set up a code which all users of • ELF have to follow, it is surely time that we • recognised the diversity among users and the • multiplicity of uses to which English is put • worldwide and think in terms of varied • processes of interaction rather than a single • prescriptive model. • Prodromou, 2007: 40

22. Diverse, flexible models • Advantages: • - ideologically acceptable • - allows for local variation • - sidesteps need for codification and definition

23. Diverse, flexible models • Disadvantages • - no clear model or set of priorities • - very difficult to teach • - very difficult to assess • - very difficult to design syllabus and materials

24. A standard variety • Based probably on one of the main native varieties, or a combination • But eliminating specific local idiom, vocabulary, pronunciation, spelling, grammar • And allowing variants that are acceptable worldwide.

26. Examples of local usages • fortnight • ‘cheers!’ • aluminum

27. Further illustrations • fall / autumn • mad / angry • schedule (/sk/, /ʃ/) • program / programme • zed / zee • rhotic/non-rhotic pronunciation • she just finished / she has just finished • do you have / have you got

28. A standard variety • Advantages: • - comprises a range of acceptable forms • - based on usages of fully competent speakers • - comprehensible / acceptable worldwide • - achievable

29. A standard variety • Disadvantages • - its existence is questionable • - ideologically unacceptable to many: externally imposed standards • - not (yet) defined or codified

30. Does it exist? • Probably. • Evidence: • Similarity of written texts from all over the world: vary according to genre, not place of origin. • The fact that fully competent speakers can intuitively usually identify which features of their own speech are and are not internationally standard

31. Ideologically unacceptable? • Post-modernist reluctance to accept ‘imposed’ standards and frameworks. • But standards are likely to be based on a consensus rather than imposed by a minority. • Agreed standards are not incompatible with diversity: on the contrary, they are arguably necessary for it. • You cannot diverge if you have nothing to diverge from.

32. Codification? • The present American and British English grammars and dictionaries can continue to be used, provided teachers and materials writers are aware of international usages such as those described earlier. • But sooner or later, someone has to write reference books dealing with internationally acceptable usages. • Possible solution:

33. A wiki • Based on consensus • Large number of contributors • Built-in change and updating • Constantly and readily available to teachers, learners, materials writers and testers

34. Some implications for English teachers worldwide 2 Culture and cultural awareness

35. Is English as a lingua franca a culture-free language? • To a large extent yes, in that it naturally expresses the culture of its speakers, and is therefore may function as a vehicle for a wide variety of cultures. • It is arguable that in certain areas of behavior, an ‘international culture’ is developing, parallel with the development of ELF (hotels, dress, greetings, thanks and apologies, business letters, email formats, internet conventions …)

36. Implications • English should be used as a vehicle to raise awareness of three types of culture: • 1. That of those who are learning and using the language (cultures of Israel / the various communities within Israel) • 2. That of the English speaking peoples • 3. That of other people who use English for international communication (i.e. world cultures)

37. Some implications for English teaching 3 The model English speaker

38. The native-speaker or the fully competent non-native? • Many teachers and learners today still prefer a ‘native speaker’ model. • But • native speakers are often limited to their own local dialect, may not be aware of international usages • Many English speakers who were originally non-native are today ‘fully competent’ • Non-native fully competent speakers have the advantage of being an appropriate role model • The language proficiency level of the non-native fully proficient speaker is, by definition, achievable.

39. Bottom line: the argument about whether native or non-native teachers are better is rapidly becoming irrelevant. • The important things: • Full competence in accurate and fluent English • Teaching ability

40. Some implications for English teaching 3 Materials

41. Content: culture, situations, texts, characters … • Culture: ‘source’ and ‘international’, not just that of the English-speaking peoples • Situations: more international in character • Characters are more likely to be ‘international’ or ‘home’. • Texts more adaptations of international or local sources, fewer ‘inner-circle’ ‘authentic’ texts or literature.

42. Language • Based on international usages rather than any particular native dialect. • More acknowledgement and use of the learners’ L1

43. To Summarize

44. Teaching English as a lingua franca • ELF rather than EFL! • A change in the ultimate goals of English teaching: full competence rather than ‘native-like’ mastery • A change in the model of the ‘ideal’ speaker: the fully-competent user rather than the native speaker • A change in criteria for selection of language to be taught • A change in criteria for content of materials

45. Thank you for listening! pennyur@gmail.com