Well-attested findings in the fields of World Englishes (WE), and increasingly in English as a Lingua Franca (ELF) research studies, would demand for a shift in perspective, both in teacher education programs and in the development of English Language Teaching (ELT) materials. From several recent research studies on ELT textbooks analysis, it appears that the tendency to introduce aspects of global Englishes is usually visible in those sections aimed at developing (inter)cultural awareness or CLIL (Gray 2002; Phan 2008; Vettorel 2010a, 2010b; Lopriore and Ceruti 2012; Vettorel and Corrizzato 2012; Naji Meidani and Pishghadam 2013; Vettorel and Lopriore 2013). It less frequently occurs in recorded materials or in the interactions among the characters in the book (Kivistö 2005; Eggert 2007; Kopperoinen 2011; Caleffi 2014). A recent research related to some course-books published in the last six years and adopted in Italian secondary schools has investigated whether a perspective on World Englishes and ELF has been included (Vettorel and Lopriore 2013). Specifically, the authors have investigated to what extent a pluricentric perspective on WE and ELF contexts and characteristics has been taken into account in the listening/speaking activities of course-books; in audio, video and web-based materials, as well as in teacher’s guidelines. Drawing from these findings in a local market as Italy, the chapter will discuss recent developments in pluralistic approaches to ELT; more specifically it will: • identify core aspects of possible WE and ELF-orientation in course-book organisation and sillabi in taking into account the diffusion of Englishes and ELF both in terms of contents and teaching approaches; • provide suggestions and recommendations for publishers, teacher educators and teachers aimed at fostering awareness of Englishes and ELF in teaching materials and classroom practices; • offer samples of activities and materials that would respond to the need of raising learners’ awareness of the plurality of Englishes and ELF, as well as suggestions for teachers on most suitable approaches.
Lopriore, L., Vettorel, P. (2015). Promoting Awareness of Englishes and ELF in the English Language Classroom. In C.A. Bowles Hugo (a cura di), International Perspectives on English as a Lingua Franca: Pedagogical Insights (pp. 13-34). London : PALGRAVE MACMILLAN.
Promoting Awareness of Englishes and ELF in the English Language Classroom
LOPRIORE, LUCILLA;
2015-01-01
Abstract
Well-attested findings in the fields of World Englishes (WE), and increasingly in English as a Lingua Franca (ELF) research studies, would demand for a shift in perspective, both in teacher education programs and in the development of English Language Teaching (ELT) materials. From several recent research studies on ELT textbooks analysis, it appears that the tendency to introduce aspects of global Englishes is usually visible in those sections aimed at developing (inter)cultural awareness or CLIL (Gray 2002; Phan 2008; Vettorel 2010a, 2010b; Lopriore and Ceruti 2012; Vettorel and Corrizzato 2012; Naji Meidani and Pishghadam 2013; Vettorel and Lopriore 2013). It less frequently occurs in recorded materials or in the interactions among the characters in the book (Kivistö 2005; Eggert 2007; Kopperoinen 2011; Caleffi 2014). A recent research related to some course-books published in the last six years and adopted in Italian secondary schools has investigated whether a perspective on World Englishes and ELF has been included (Vettorel and Lopriore 2013). Specifically, the authors have investigated to what extent a pluricentric perspective on WE and ELF contexts and characteristics has been taken into account in the listening/speaking activities of course-books; in audio, video and web-based materials, as well as in teacher’s guidelines. Drawing from these findings in a local market as Italy, the chapter will discuss recent developments in pluralistic approaches to ELT; more specifically it will: • identify core aspects of possible WE and ELF-orientation in course-book organisation and sillabi in taking into account the diffusion of Englishes and ELF both in terms of contents and teaching approaches; • provide suggestions and recommendations for publishers, teacher educators and teachers aimed at fostering awareness of Englishes and ELF in teaching materials and classroom practices; • offer samples of activities and materials that would respond to the need of raising learners’ awareness of the plurality of Englishes and ELF, as well as suggestions for teachers on most suitable approaches.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
