Elamur Research⌕
☰
home / papers / 2015 / World Englishes and English as a Lingua Franca: Implications for Teacher Education and ELT

World Englishes and English as a Lingua Franca: Implications for Teacher Education and ELT

Paper · 2015 · Paola Vettorel

Summary

The paper argues that English teaching can no longer rely on a single native-speaker standard. English now exists as many nativised varieties (World Englishes, WE) and is mostly used between non-native speakers as a lingua franca (ELF). Learners also meet it constantly outside school, through media, the web and their surroundings. Vettorel sees teacher education as the key place where this change in perspective has to begin.

She draws on two Italian datasets. The first is pre-service teacher training courses (TFA and PAS) at the University of Verona that included a module on WE, ELF and their consequences for teaching. The second is a project in three primary schools that helped children notice English around them and its plural, lingua-franca character.

In the module, trainees reviewed coursebooks, designed WE/ELF-aware lesson plans together and posted them online. They also answered a questionnaire before and after the module. Most participants said the module filled gaps in what they knew and changed their teaching assumptions. They also agreed that students should learn that English comes in many forms.

Key points

  • Setting: TFA (Tirocinio Formativo Attivo) and PAS (Percorso Abilitante Speciale) courses at the University of Verona, academic years 2012/2013 to 2014/2015. Since 2012 these one-year university programmes have replaced SSIS for training secondary-school teachers in Italy.
  • Module content:
    • the spread of English, variation and standard-language ideologies;
    • features of American, Australian, New Zealand, Indian and Singaporean English, covering phonology, lexico-grammar, syntax and idioms;
    • ELF communication strategies;
    • the native/non-native/bilingual distinction, ownership of English, and multicompetence.
  • Trainee tasks: trainees checked current ELT textbooks for how inclusive they are. They then jointly built WE/ELF-aware activities, starting either from a coursebook section or from websites and videos. These were shared in e-learning forums, which served both for reflection and as a repository of ideas.
  • Questionnaire result: a questionnaire compared attitudes before and after the module. Most trainees said their earlier knowledge had been only general, especially about how much English young people meet outside school.
  • Second dataset: a separate project in three Italian primary schools aimed to raise awareness of English in the linguistic environment and of its role as a lingua franca.

Interesting ideas

  • I1. Treat English as plurilithic, describing several varieties side by side at each linguistic level rather than as deviations from one standard; this gives a principled map of where variation lives.
  • I2. Before designing new material, audit the existing material (here, coursebooks) for which varieties and uses it actually represents; this exposes hidden monocentric bias cheaply.
  • I3. Judge language use by communicative effectiveness and the strategies speakers use to get meaning across, not only by conformity to a native norm.
  • I4. Use guided noticing of real English in the surrounding environment (signs, media, web) as learning material, since that is where people actually meet the language.
  • I5. Share collaboratively built materials in a common forum that works at once as a discussion space and a reusable repository.

For Mova

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

  • I1 (tokens): Add per-variety test slices (e.g. Indian or Singaporean English spelling and lexis) so the tagger and lemmatizer are checked against more than one norm instead of quietly assuming British/American input.
  • I2 (learn): Run a similar coverage audit on the treebanks and silver data, then report evaluation separately for under-represented varieties as a kind of negative control on overconfident scores.
  • I3 (frames): Let the pragmatics layer recover who-did-what-to-whom from non-standard but intelligible lingua-franca sentences, flagging the deviation instead of failing the frame.
  • I4 (tree): Collect authentic out-of-school text such as signage, social media and mixed-language snippets as an out-of-domain stress test for the perceptron parser and gparse.
  • I5 (learn): Store self-induced repair rules together with the examples and reasoning that produced them, so each rule stays explainable and can be reused or contested later.

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 4The field of science this work belongs to (OpenAlex fields).Arts and Humanities · 9,296 worksLanguage and Linguistics · 9,206 worksSocial Sciences · 744 worksCommunication · 44 works

🧭 Topics 1Research subjects and languages the work is about.English · 1,373 works

Cite

Cite as Paola Vettorel. 2015. World Englishes and English as a Lingua Franca: Implications for Teacher Education and ELT. Iperstoria 0.

The paper itself, not this page. BibTeX from the library's record of the work. DOI 10.13136/2281-4582/2015.i6.302

@inproceedings{vettorel2015world,
  title = {{World Englishes and English as a Lingua Franca: Implications for Teacher Education and ELT}},
  author = {Paola Vettorel},
  booktitle = {Iperstoria 0},
  year = {2015},
  doi = {10.13136/2281-4582/2015.i6.302},
  url = {https://doi.org/10.13136/2281-4582/2015.i6.302}
}

References

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

  1. Alsagoff, Lubna, Sandra Lee McKay, Guangwei Lu, and Willy A. Renandya, eds. Principles and Practices for Teaching English as an International Language. London: Routledge, 2012. ↗
  2. Barrats, Leslie. “Teaching the expanding universe of English.” Englishes in Multilingual Contexts: Language Variation and Education. Eds. Mahboob Ahmar and Barrat Leslie. London: Springer, 2014. 99-113. find
  3. Bayyurt, Yasemin, and Nicos C. Sifakis. “Developing an ELF-Aware Pedagogy: Insights from a Self-Education Programme.” New Frontiers in Teaching and Learning English. Ed. Paola Vettorel. Newcastle-upon-Tyne: Cambridge Scholars, 2015. 55-76. find
  4. Saggi/Essays Issue 6 – Fall 2015 find
  5. Iperstoria – Testi Letterature Linguaggi www.iperstoria.it Rivista semestrale ISSN 2281-4582 Berns, Margie, Kees De Bot, and Uwe Hasebrink, eds. In the Presence of English: Media and European Youth. New York: Springer, 2007. find
  6. Brown, James D. “EIL Curriculum Development.” Principles and Practices for Teaching English as an International Language. Eds. Lubna Alsagoff, Sandra Lee McKay, Guangwei Hu, and Willy A. Renadya. London: Routledge, 2012. 147-167. find
  7. Byram, Michael. Teaching and Assessing Intercultural Competence. Clevedon: Multilingual Matters, 1997. — . From Foreign Language Education to Education for Intercultural Citizenship. Clevedon: Multilingual Matters, 2008. find
  8. Cogo, Alessia. “ELF and Super-diversity: A Case Study of ELF Multilingual Practices from a Business Context.” Journal of English as a Lingua Franca 1.2 (2012): 287-313. ↗
  9. Cogo, Alessia and Martin Dewey. Analysing English as a Lingua Franca. London: Continuum, 2012. find
  10. Cook, Vivian. “Multi-competence.” 2010. http://homepage.ntlworld.com/vivian.c/Writings/Papers/MCentry.htm. Last visited 12/10/2015. ↗
  11. Coonan, Carmel Mary. La Lingua Straniera Veicolare. Torino: UTET, 2012. find
  12. Crystal, David. English as a Global Language. 1997. Cambridge: Cambridge University Press, 2003. ↗
  13. Danet, Brenda, and Susan C. Herring, eds. The Multilingual Internet: Language, Culture and Communication Online. Oxford: Oxford University Press, 2007. find
  14. D’Angelo, James. “WE-informed EIL Curriculum at Chuko: Towards a Functional, Educated, Multilingual Outcome.” Principles and Practices of Teaching English as an International Language. Ed. Aya Matsuda Bristol: Multilingual Matters, 2012. 121-136. find
  15. Dewey, Martin. “Time to Wake Up Some Dogs! Shifting the Culture of Language in ELT.” Current Perspectives on Pedagogy for English as a Lingua Franca. Eds. Yasemin Bayyurt and Sumru Akcan. Berlin: Mouton de Gruyter, 2015. 121-134 — . “Towards a Post-normative Approach: Learning the Pedagogy of ELF.” Journal of English as a Lingua Franca 1.1 (2012): 141-170. find
  16. Floris, Flora D. “Exploring Teachers’ Beliefs on the Teaching of English in English Language Courses in Indonesia.” The Philippine ESL Journal 11 (2013): 4-24. find
  17. Friedrich, Patricia. “ELF, Intercultural Communication and the Strategic Aspect of Communicative Competence.” Principles and Practices of Teaching English as an International Language. Ed. Aya Matsuda. Bristol: Multilingual Matters, 2012. 44-54. ↗
  18. Galloway, Nicola. “Global Englishes and English Language Teaching (ELT) – Bridging the Gap between Theory and Practice in a Japanese context.” System 41 (2013): 786-803. ↗
  19. Giorgis, Paola. Diversi da sé, simili agli Altri. L2, immaginazione e letteratura come pratiche di pedagogia interculturale. Torino: CISU Centro d’Informazione e Stampa Universitaria, 2013. find
  20. Graddol, David. The Future of English. London: The British Council, 1997. — . English Next. London: The British Council, 2006. find
  21. Grau, Marie. “Worlds Apart? English in German Youth Cultures and in Educational Settings.” World Englishes 28.2 (2009): 160-174. ↗
  22. Hall, Christopher J., Rachel Wikaksono, Shu Liu, Yuan Qian, and Xu Xiaoqing. English Reconceived: Raising Teachers’ Awareness of English as a ‘Plurilithic’ Resource through an Online Course. London: The British Council, 2013. find
  23. Herring, Susan C. “Language and the Internet.” International Encyclopedia of Communication. Ed. Wolfgang Donsbach. Oxford: Blackwell Publishers, 2008. 2640-2645. ↗
  24. House, Juliane. “Teaching Oral Skills in English as a Lingua Franca.” Principles and Practices for Teaching English as an International Language. Eds. Lubna Alsagoff, Sandra L. McKay, Guangwei. Hu, and Willy A. Renandya. London: Routledge, 2012. 186-205. find
  25. Hülmbauer, Cornelia. “‘You Moved, Aren’t?’ – The Relationship between Lexicogrammatical Correctness and Communicative Effectiveness in English as a lingua Franca.” Vienna English Working PaperS 16.2 (2007): 3-35. — “’We Don’t Take the Right Way. We Just Take the Way We Think You Will Understand’ – The Shifting Relationship of Correctness and Effectiveness in ELF Communication.” English as a Lingua Franca: Saggi/Essays Issue 6 – Fall 2015 find
  26. Iperstoria – Testi Letterature Linguaggi www.iperstoria.it Rivista semestrale ISSN 2281-4582 Studies and Findings. Eds. Anna Mauranen and Elina Ranta. Newcastle-upon-Tyne: Cambridge Scholars, 2009. 323-347. find
  27. Jenkins, Jennifer. Global Englishes. London: Routledge, 2015. — English as a Lingua Franca in the International University: The Politics of Academic English Language Policy. London: Routledge, 2014. — “Points of View and Blind Spots: ELF and SLA”. International Journal of Applied Linguistics 16.2 (2006): 138-162. — The Phonology of English as an International Language. Oxford: Oxford University Press, 2000. find
  28. Jenkins, Jennifer, Alessia Cogo, and Martin Dewey. “Review of Developments in Research into English as a Lingua Franca.” Language Teaching 44 (2011): 281-315. ↗
  29. Kopperoinen, Anne. “Accents of English as a Lingua Franca.” International Journal of Applied Linguistics 21.1 (2011): 71-93. find
  30. Kubota, Ryuko. “The Politics of EIL: Toward Border-crossing Communication in and Beyond English”. Principles and Practices of Teaching English as an International Language. Ed. Aya Matsuda Bristol: Multilingual Matters, 2012. 55-69. find
  31. Lee, Hyewon. “World Englishes in a High School English class: A Case from Japan.” Principles and Practices of Teaching English as an International Language. Ed. Aya Matsuda Bristol: Multilingual Matters, 2012. 154-168. ↗
  32. Lopriore, Lucilla, and Paola Vettorel. “Promoting Awareness of Englishes and ELF in the English Language Classroom.” International Perspectives on English as a Lingua Franca: Pedagogical Insights. Eds. Hugo Bowles and Alessia Cogo. Basingtoke: Palgrave Macmillan, 2015. 13-34. — “A Shift in ELT Perspective: World Englishes and ELF in the EFL Classroom.” 7th International Conference of English as a Lingua Franca (ELF7)/Conference Proceedings. forthcoming. ↗
  33. Llurda, Enric. “Attitudes towards English as an International Language. The Pervasiveness of Native Models among L2 Users and Teachers.” English as an International Language: Perspectives and Pedagogical Issues. Ed. Farzad Sharifian. Clevedon: Multilingual Matters, 2009. 119.134. find
  34. Mariani, Luciano. Communication Strategies. Learning Paths – Tante Vie Per Imparare, 2010. find
  35. Marlina, Roby. “The Pedagogy of English as an International Language (EIL): More Reflections and Dialogues.” The Pedagogy of English as an International Language: Perspectives from Scholars, Teachers and Students. Eds. Marlina Roby and R. Ashish Giri. London: Springer, 2014. 1-19. ↗
  36. Matsuda, Aya. “Teaching Materials in EIL.” Principles and Practices for Teaching English as an International Language. Eds. Lubna Alsagoff, Sandra L. McKay, Guangwei Hu, and Willy A. Renandya. London: Routledge, 2012a. 168-185. — . “Introduction”. Principles and Practices of Teaching English as an International Language. Ed. Aya Matsuda. Bristol: Multilingual Matters, 2012b. 1-14. — . (ed). Principles and Practices of Teaching English as an International Language. Bristol: Multilingual Matters, 2012c. — . “Desirable but not Necessary? The Place of World Englishes and English as an International Language in English Teacher Preparation Programs in Japan.” English as an International language: Perspectives and Pedagogical Issues. Ed. Farzad Sharifian. Clevedon: Multilingual Matters, 2009. 169-189. — . “The Ownership of English in Japanese Secondary Schools.” World Englises 22.4 (2003a): 483-496. — . “Incorporating World Englishes in Teaching English as an International Language.” TESOL Quarterly 37.4 (2003b): 719-729. find
  37. Matsuda Aya, and Patricia Friedrich. “Selecting an Instructional Variety of English.” Principles and Practices of Teaching English as an International Language. Ed. Aya Matsuda. Bristol: Multilingual Matters, 2012. 17-27. find
  38. Matsuda, Aya, and Chatwara S. Duran. “EIL Activities and Tasks for Traditional English Classrooms.” Principles and Practices of Teaching English as an International Language. Ed. Aya Matsuda. Bristol: Multilingual Matters, 2012. 201-237. ↗
  39. Mauranen, Anna. “What Is Going on in Academic ELF? Findings and Implications.” New Frontiers in Teaching and Learning English. Ed. Paola Vettorel. Newcastle-upon-Tyne: Cambridge Scholars, 2015. 31-52. find
  40. Saggi/Essays Issue 6 – Fall 2015 find
  41. Iperstoria – Testi Letterature Linguaggi www.iperstoria.it Rivista semestrale ISSN 2281-4582 — . Exploring ELF: Academic English Shaped by Non-native Speakers. Cambridge: Cambridge University Press, 2012. find
  42. McKay, Sandra L. Teaching English as an International Language. Oxford: Oxford University Press, 2002. — . “Teaching Materials for English as an International Language.” Principles and Practices of Teaching English as an International Language. Ed. Aya Matsuda Bristol: Multilingual Matters, 2012a. 70-83. — . “Principles of Teaching English as an International Language.” Principles and Practices for Teaching English as an International Language. Eds. Lubna Alsagoff, Sandra L. McKay, Guangwei Hu, and Willy A. Renandya London: Routledge, 2012b. 28-46. — “Toward an Appropriate EIL Pedagogy: Re-examining Common ELT Assumptions.” International Journal of Applied Linguistics 13 (2003): 1–22 find
  43. MIUR. Indicazioni Nazionali per il Curricolo della Scuola dell’Infanzia e del Primo Ciclo di Istruzione. Roma, 2012. find
  44. Naji Meidani, Elham and Reza Pishghadam. “Analysis of English Language Textbooks in the Light of English as an International Language (EIL): A Comparative Study.” International Journal of Research Studies in Language Learning 2.2 (2013): 83-96. http://profdoc.um.ac.ir/articles/a/1029016.pdf. Last visited 10/12/2015. ↗
  45. Pedrazzini, Luciana. “Raising Trainee Teachers’ Awareness of Language Variation through Data-based Tasks.” New Frontiers in Teaching and Learning English. Ed. Paola Vettorel. Newcastle-upon-Tyne: Cambridge Scholars, 2015. 77-102. find
  46. Preisler, Bent. “Functions and Forms of English in a European EFL Country.” Standard English: the Widening Debate. Eds. Tony Bex and Richard J. Watts. London: Routledge, 1999. 239–267. find
  47. Saraceni, Mario. World Englishes: A Critical Analysis. London: Bloomsbury Academics, 2015. ↗
  48. Schneider, Edgar W. English around the World: An Introduction. Cambridge: Cambridge University Press, 2011. find
  49. Seargeant, Philip and Caroline Tagg. “English on the Internet and a ‘Post-varieties’ Approach to Language.” World Englishes 30.4 (2011): 496-514. find
  50. Seidlhofer, Barbara. Understanding English as a Lingua Franca. Oxford: Oxford University Press, 2011. find
  51. . 2009. “Common Grounds and Different Realities: World Englishes and English as a Lingua Franca.” World Englishes 28.2 (2009): 236-245. — . “Common Property: English as a Lingua Franca in Europe.” International Handbook of English Language Teaching. Eds. Jim Cummins, Chris Davidson. New York: Springer, 2007. 137-153. find
  52. Seidlhofer, Barbara, Angelika Breiteneder, and Marie_Luise Pitzl. “English as a Lingua Franca in Europe: Challenges for Applied Linguistics.” Annual Review of Applied Linguistics 26 (2006): 3-34. ↗
  53. Sifakis, Nicos C. “ELF Awareness as an Opportunity for Change: A Transformative Perspective for ESOL Teacher Education.” Journal of English as a Lingua Franca 3.2 (2014): 317-335. ↗
  54. Sifakis, Nicos C. and Richard J. Fay. “Integrating an ELF Pedagogy in a Changing World: The Case of Greek State Schooling.” Latest Trends in ELF Research. Eds. Alasdair Archibald, Alessia Cogo, and Jennifer Jenkins. Newcastle upon Tyne: Cambridge Scholars, 2011. 285-298. find
  55. Sifakis, Nicos C. and Areti-Maria Sougari. “Pronunciation Issues and EIL Pedagogy in the Periphery: A Survey of Greek State School Teachers’ Beliefs.” TESOL Quarterly 39 (2005): 467-488. find
  56. Tomkinson, Angela and Elizabeth Lee. Think Global: A Cultural Journey through the English-Speaking World. Recanati: ELI, 2013. find
  57. Vettorel, Paola. “Primary School Teachers’ Perceptions: Englishes, ELF and Classroom Practices – between ‘Correctness’ and ‘Communicative Effectiveness.’” New Frontiers in Teaching and Learning English. Ed. Paola Vettorel. Newcastle-upon-Tyne: Cambridge Scholars, 2015a.129-155. — . (ed.). New Frontiers in Teaching and Learning English. Newcastle-upon-Tyne: Cambridge Scholars, 2015b. — . English as a Lingua Franca in Wider Networking: Blogging Practices. Berlin: Mouton De Gruyter, 2014a. — . “Connecting English Wor(l)ds and Classroom Practices.” TEXTUS XXVII/1 (January-April), Perspectives on English as a Lingua Franca, eds. find
  58. Maria G. Guido and Barbara Seidlhofer. (2014b): 137-154. — . “ELF in International School Exchanges: Stepping into the Role of ELF Users.” Journal of English as a Lingua Franca 2.1 (2013): 147-173. find
  59. Saggi/Essays Issue 6 – Fall 2015 find
  60. Iperstoria – Testi Letterature Linguaggi www.iperstoria.it Rivista semestrale ISSN 2281-4582 — . “English(es), ELF, Xmas and Trees: Intercultural Communicative Competence and English as a Lingua Franca in the Primary Classroom.” Perspectives - A Journal of TESOL Italy XXXVII/1 (2010): 25-52. find
  61. Vettorel, Paola and Lucilla Lopriore. “Is There ELF in ELT Coursebooks?” Studies in Second Language Learning and Teaching 3.4 (2013): 483-504. ↗
  62. Xu, Zhichang. “Globalization, Culture and ELT Materials: A Focus on China.” Multilingual Education 3/6 (2013): n.p. ↗
  63. Widdowson, Henry G. “Afterword. Frontiers of English and the Challenge of Change.” New Frontiers in Teaching and Learning English. Ed. Paola Vettorel. Newcastle-upon-Tyne: Cambridge Scholars, 2015. 227-232. — . “ELF and the Inconvenience of Established Concepts.” Journal of English as a Lingua Franca 1.1 (2012): 5-26 — . Defining Issues in English Language Teaching. Oxford: Oxford University Press, 2003. find
  64. Saggi/Essays Issue 6 – Fall 2015 find

Updated

↑ back to top

This page in Markdown → https://md.research.elamur.ai/free/en/papers/vettorel-2015-world-englishes-english-lingua-franca/