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Abstract
This book explores the interfaces of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL) pedagogy. It presents the theoretical aspects of ELF, discusses issues and challenges that ELF raises for the EFL classroom, and demonstrates how EFL practitioners can make use of ELF theorizing for classroom instruction, teacher education, developing language learning materials, policymaking and testing and assessment. Accounts of innovative and practical pedagogical practices and researchers’ insights from diverse geographical, cultural and institutional contexts will inform and inspire EFL practitioners to reconsider their practices and adopt new techniques in order to meet their learners’ diverse communicative needs in international contexts.
Nicos C. Sifakis is an Associate Professor in the School of Humanities, Hellenic Open University, Greece. He is the co-editor of English Language Education Policies and Practices: A Mediterranean Perspective (with Yasemin Bayyurt, 2017, Peter Lang).
Natasha Tsantila is an Associate Lecturer in the School of Arts and Sciences, Deree College – The American College of Greece. She is the co-editor of ELF: Pedagogical and Interdisciplinary Perspectives (with J. Mandalios and M. Ilkos, 2016, Deree – The American College of Greece).
ELF has both enriched and problematized aspects of ELT. The discussions in this expertly edited volume provide an ELF perspective on key aspects of ELT principles and practice. This is an invaluable professional development resource for English Language teachers and teacher educators working in different world locations. Highly recommended.
With a broad range of theoretical discussions and practical suggestions, this book provides an excellent and accessible introduction to how studies of English as a Lingua Franca are not only relevant to – but essential for – English language teaching. The volume moves us away from a dependency on native-speaker norms and provides alternatives that can be considered and adapted by teachers to suit their own contexts and needs.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| DOI https://doi.org/10.21832/SIFAKI1763 | iv | ||
| Contents | v | ||
| Contributors | vii | ||
| Abbreviations | xiii | ||
| 1 Introduction | 1 | ||
| Part 1 Foundations | 15 | ||
| 2 ELF for EFL: A Change of Subject? | 17 | ||
| 3 Towards the Reconciliation of ELF and EFL: Theoretical Issues and Pedagogical Challenges | 32 | ||
| Part 2 ELF in EFL Pedagogy | 51 | ||
| 4 ELF-aware Teaching in Practice: A Teacher’s Perspective | 53 | ||
| 5 Developing an ELF-aware Intercultural Purpose in the Thai University Context | 72 | ||
| Part 3 ELF and EFL Language Learning Materials | 95 | ||
| 6 Perspectives in WE- and ELF-informed ELT Materials in Teacher Education | 97 | ||
| 7 When the Textbook is Not Enough: How to Shape an ELF Classroom? | 117 | ||
| 8 ELT Materials for Basic Education in Brazil: Has the Time for an ELF-aware Practice Arrived? | 132 | ||
| Part 4 ELF and EFL Teacher Education | 157 | ||
| 9 ELF-awareness in Teaching and Teacher Education: Explicit and Implicit Ways of Integrating ELF into the English Language Classroom | 159 | ||
| 10 Changing Teachers’ Attitudes Towards ELF | 175 | ||
| 11 Exploring Teachers’ Sense of Efficacy in Teaching ELF | 192 | ||
| Part 5 ELF in EFL Assessment and Testing | 209 | ||
| 12 ELF in Language Tests | 211 | ||
| 13 Towards an ELF-aware Alternative Assessment Paradigm in EFL Contexts | 227 | ||
| 14 Concluding Chapter | 247 | ||
| Index | 261 |