1 / 13

English as an International Lingua Franca in Education: Raising Questions and Going Beyond the Coursebook

Explore the implications of English as a global language and its role in education. Discover how it is taught, perceived, and used in diverse communicative domains. Empower teachers to go beyond the coursebook and promote multicultural awareness through English.

yukikog
Download Presentation

English as an International Lingua Franca in Education: Raising Questions and Going Beyond the Coursebook

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. Nicos SifakisHellenic Open University ELF can help us raise interesting questions...

  2. “Without US leadership, it would have been difficult or impossible for other nations to slash their barriers and open their markets. Such widespread opening has contributed to the best half-century of world economic growth at least since the time of Christ, and probably ever.” (Bradford et al., 2006: 893) “So just as ‘the business of America is business’, manifestly English for business is business for English.” (Phillipson, 2001: 190-1)

  3. The “special” roleof English

  4. Terminology World English World Englishes Global English English as an International Language English as an Intercultural Language English as a Lingua Franca Lingua franca: “languages usually used by people whose mother tongues are different with a purpose of simplifying communication between them” (UNESCO, 1953)

  5. Implications WHOSEEnglish we teach defines WHATEnglish we teach • Native Speaker Standard English ESL, EFL • Non-Native Speaker English as Lingua Franca EIL, ELF Combinations of the above?

  6. How do we “feel” about English? • 91%: E. the most useful language after MT (Eurobarometer 2001) • 42%: self-acknowledged sufficient knowledge of E. • Cambridge ESOL Exams (2006): • FCE: Greece 50th (out of 67 countries), 57% success rate • CPE: 31st (out of 31 countries), 46% success rate

  7. How do we “feel” about English? • How well do we believe we know E? 24% “very well” (Eurobarometer, 2001) Confidence vs. Competence: mismatch?

  8. Question:Which of the following descriptions best suits your current (or most recent) teaching situation? (1) FOREIGN LANGUAGE (2) EXAM-ORIENTED (3) INTERNATIONAL (ELF/EIL) (4) MULTICULTURAL (MATE) orientation: Multicultural awareness through English

  9. What English do we learn? • In the FL classroom • Curriculum • Coursebook • Additional material • Computer lab • Outside the FL classroom • Social media (e.g., Facebook) • Gaming (online, offline) • Mobile technology (e.g., iPhone, iPod, PSP, etc)

  10. A two-tiered proposal • E. as subject-matter: • School literacy • “Standard English” • E. as communication skills: • Successful usage in diverse communicative domains (written, spoken) • Competent, autonomous intercultural “non-native” user “owning” the FL

  11. Teacher preparation Teacher autonomy Teacher empowerment Going beyond the coursebook

  12. http://www.scoop.it/t/english-as-an-international-lingua-franca-in-educationhttp://www.scoop.it/t/english-as-an-international-lingua-franca-in-education

More Related