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Formazione insegnanti, World Englishes e English as a Lingua Franca: verso un approccio glottodidattico WE- e ELF-Informed

Paper · 2016 · Sara Corrizzato and Paola Vettorel

Summary

The paper asks how future secondary-school English teachers in Italy can be prepared for the plural reality of English today. That reality includes World Englishes (WE), the native and nativized varieties from Kachru's Inner and Outer Circles, and English as a Lingua Franca (ELF), English used between speakers of different first languages. The authors argue that norms built around one idealized standard, usually British or American, no longer match how English is actually used. A pluricentric pedagogy, they say, should grow locally within each school context rather than be imposed from above. The study is set in pre-service and in-service teacher qualification courses (TFA and PAS) at the University of Verona. Those courses included a dedicated module on WE, ELF and what they mean for teaching. Trainees' views on WE- and ELF-informed teaching were collected through several instruments and analysed quantitatively and, above all, qualitatively, with triangulation. The extract does not include the findings section, so concrete results cannot be reported here. The work matters because it links Global Englishes theory to practical steps in teacher education.

Key points

  • Setting: TFA courses at the University of Verona (academic years 2012–13 and 2014–15) and PAS courses (2013–14 and 2014–15, plus 2015–16 for English and Spanish). These replaced the older two-year SSIS route after Decree 249/2010.
  • Course structure: TFA had 18 hours of theory and 18 of lab. PAS had 36 hours for each of the two teaching units. Module 1 on WE/ELF took 12 of the 18 TFA hours.
  • Module 1 content:
    • the history and spread of English across the first and second diasporas;
    • the features and contexts of ELF;
    • critical review of existing textbooks;
    • designing WE- and ELF-informed activities and lesson plans.
  • Data sources:
    • a questionnaire with multiple-choice and open questions;
    • in-class and e-learning platform reflections;
    • group-designed activities and final projects;
    • semi-structured interviews with TFA 1 and PAS 1 participants.
  • Framework: Global Englishes (Jenkins; Galloway and Rose). It questions the concepts of the standard language, the native speaker and "error" as they appear in SLA-based methods such as Task-based learning and Communicative Language Teaching.

Interesting ideas

  • I1. Variation in English is treated as legitimate pluricentric usage rather than as deviation from a single native norm, which keeps any model from silently favouring one variety.
  • I2. Trainees audit existing materials critically before they write new ones, so hidden assumptions surface before anything is built on top of them.
  • I3. Questionnaires, reflections, produced artefacts and interviews are combined and triangulated, so no single noisy source decides the conclusion.
  • I4. The pedagogy is meant to be shaped locally for each context rather than handed down as a fixed template, which makes context a first-class parameter.
  • I5. The notion of "error" is rethought in terms of communicative effectiveness rather than conformity to a standard.

For Mova

How these ideas could serve Mova, our small open language model — its files, stages and tests:

  • I1 (tokens): lexicons and morphology rules could tag variety-specific forms as valid variants instead of flagging them as misspellings or tagging errors.
  • I2 (answer): the school-course test sets could be audited for monocentric assumptions, such as only accepting one variety's spelling or idiom, before they are used as gold standards.
  • I3 (learn): silver data could likewise require agreement across heterogeneous witnesses, for example parsers, LLM tiers and rules, not just several similar parsers.
  • I4 (tree): UD dialect conversion could be configured per source corpus or variety rather than forced through one universal mapping.
  • I5 (learn): self-induced repair rules could separate non-standard but interpretable input from genuine parse failures, so that correct readings of ELF-style text are not "repaired" away.

Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.

📚 Shelves 3 Arts and Humanities · 9,296 works Language and Linguistics · 9,206 works Literature and Literary Theory · 340 works

🧭 Topics 1 English · 1,373 works

Cite

Cite as Sara Corrizzato and Paola Vettorel. 2016. Formazione insegnanti, World Englishes e English as a Lingua Franca: verso un approccio glottodidattico WE- e ELF-Informed. Iperstoria 0.

The paper itself, not this page. BibTeX from the library's record of the work. DOI 10.13136/2281-4582/2016.i7.506

@inproceedings{corrizzato2016formazione,
  title = {{Formazione insegnanti, World Englishes e English as a Lingua Franca: verso un approccio glottodidattico WE- e ELF-Informed}},
  author = {Sara Corrizzato and Paola Vettorel},
  booktitle = {Iperstoria 0},
  year = {2016},
  doi = {10.13136/2281-4582/2016.i7.506},
  url = {https://doi.org/10.13136/2281-4582/2016.i7.506}
}

References

42 references, 0 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet.

  1. Al contempo sono stati tuttavia sollevati vari punti problematici che un approccio di questo tipo comporta: alcuni partecipanti hanno evidenziato come possa essere difficoltoso, e in un certo qual senso destabilizzante, introdurre gli studenti alla pluralità degli Englishes all’interno di un paradigma che predilige il modello del parlante nativo, quello di ‘lingua standard’, e una prevalenza della ‘correttezza formale’ sull’efficacia comunicativa come centrali (cfr. Vettorel 2016), L’introduzione continuativa di una prospettiva WE e ELF-aware, presa in considerazione e attivamente sviluppata durante i corsi PAS e TFA, non è quindi scevra di difficoltà, come evidenziato in alcune interviste post-corso: So far, I’ve really enjoyed the chance to show my pupils the existence of different cultures linked to England and belonging to the English speaking world (such as the South-African or Jamaican, through songs or important icons as Nelson Mandela […]), in order to let my pupils be open-minded towards “the other” and let them be exposed to as many varieties of English as possible. But I must confess I have never thought about the fact that I don’t have to take for granted the RP or educated accent. When I evaluate my students in oral production, which parameter should I take into consideration? Not RP? So, which could be the model to follow for our students? (BT-PAS1-intervista). find
  2. Have recent theories about World Englishes and ELF modified your way of planning your class activities? Honestly, I have not spent much time looking for recent ELF materials since then. After the TFA, I have been focusing on school programs, new projects and my students. Though I cannot say I am really up-to-date, I never forget what I learnt during the course and I always try to expose my students to different Englishes both in oral and written forms (AR-TFA1). La formazione iniziale costituisce quindi un primo importante passo per una didattica WE- e ELF-aware. Al contempo, momenti successivi di collaborazione e di supporto tra ricercatori, formatori e insegnanti – come pure il coinvolgimento di altri agenti istituzionali nel processo educativo (Bayyurt e Sifakis 2015a, 2015b; Lopriore e Vettorel 2015) – rappresentano un punto nodale verso un superamento della dicotomia ‘teoria’ e ‘pratica’ (Dewey 2012, 2015; Galloway e Rose; Seidlhofer 2015), che ancora troppo spesso condiziona la messa in atto di approcci glottodidattici orientati all’inclusione di WE e ELF, dando loro legittimità anche nelle pratiche didattiche ‘di tutti i giorni’. find
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