This section is aimed at illustrating some of the findings of the survey administered to 197 non-native (NN) teachers of English working in Italian schools as well as at discussing the implications for English Language Teaching (ELT). The two authors will describe and discuss the respondents’ awareness of New Englishes (NE) and of English as a Lingua Franca (ELF) and their attitudes towards the adoption of a standard English model in English language education versus a more open approach to learners’ deviations from it in their classrooms. While in the first part Lopriore illustrates the Italian EL teachers’ emerging identities as NN teachers, their attitudes and beliefs as for NE and ELF, in the second part Grazzi describes and discusses teachers’ awareness and willingness to accept EL learners’ deviations from a standard English model approach instantiations of English at school and, especially, in ELT teacher education programs, but also in course-books, material development and in curriculum and syllabi design.

Lopriore, L. (2019). New Perspectives in ELT: Teachers’ attitudes and Identities, pp.23-34, In RILA Rassegna Italiana di Linguistica Applicata. Special Issue, Roma, Bulzoni. Anno LI -Gennaio-Aprile 2019/1:. RASSEGNA ITALIANA DI LINGUISTICA APPLICATA, Vol.L1(1/2019), 23-34.

New Perspectives in ELT: Teachers’ attitudes and Identities, pp.23-34, In RILA Rassegna Italiana di Linguistica Applicata. Special Issue, Roma, Bulzoni. Anno LI -Gennaio-Aprile 2019/1:

Lucilla Lopriore
Supervision
2019-01-01

Abstract

This section is aimed at illustrating some of the findings of the survey administered to 197 non-native (NN) teachers of English working in Italian schools as well as at discussing the implications for English Language Teaching (ELT). The two authors will describe and discuss the respondents’ awareness of New Englishes (NE) and of English as a Lingua Franca (ELF) and their attitudes towards the adoption of a standard English model in English language education versus a more open approach to learners’ deviations from it in their classrooms. While in the first part Lopriore illustrates the Italian EL teachers’ emerging identities as NN teachers, their attitudes and beliefs as for NE and ELF, in the second part Grazzi describes and discusses teachers’ awareness and willingness to accept EL learners’ deviations from a standard English model approach instantiations of English at school and, especially, in ELT teacher education programs, but also in course-books, material development and in curriculum and syllabi design.
Lopriore, L. (2019). New Perspectives in ELT: Teachers’ attitudes and Identities, pp.23-34, In RILA Rassegna Italiana di Linguistica Applicata. Special Issue, Roma, Bulzoni. Anno LI -Gennaio-Aprile 2019/1:. RASSEGNA ITALIANA DI LINGUISTICA APPLICATA, Vol.L1(1/2019), 23-34.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11590/383836
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