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International Perspectives on English as a Lingua Franca: Pedagogical Insights


English as a Lingua Franca: Descriptions, Domains and ApplicationsWhat is ELF? Definitions, conceptualisations and debatesEmpirical work on linguistic descriptionELF in business and academic contexts - pedagogical questionsELF implications for ELT: concluding commentsReferencesPromoting Awareness of Englishes and ELF in the English Language ClassroomEnglish(es), ELF and textbooksRecent developments in pluralistic approaches to English in classroom practicesAwareness-raising in an ELF-oriented pedagogyELF-awareness and ELT educationMaterials writersCourse-book and syllabus organisationInclusive approaches in the WE and ELF-oriented classroomActivities and materials for raising student awarenessAwareness of the plurality of English: related activitiesOut-of-school exposure: related activitiesCommunication strategies for effective and cooperative intercultural interactionIntercultural communication and cross-cultural sensitivity: related activitiesConclusionsEngagement prioritiesNotesReferencesDeveloping Critical Classroom Practice for ELF Communication: A Taiwanese Case Study of ELT Materials EvaluationTeachers, learners and materials - the problem areasMaterials and linguacultural representationsTeachers' awareness, evaluation, and use of materialsRepositioning learnersMaterials evaluation in the classroom: a case studyThe case study: questions and contextTeachers' use of materials in the classroomMaterials analysis - identifying the dominant linguacultural inputKey incidents in the classroomKey incident 1: Maintaining the status quo and reproductionKey incident 2: de-dominance, negotiation and resistanceApplying an ELF approach to the selection and use of materialsTeacher trainingTeaching strategiesCritical engagement activitiesConclusionsEngagement prioritiesNotesReferencesLinking ELF and ELT in Secondary School through Web-Mediation: The Case of FanfictionFanfiction and ELFThe teacher survey on ELFDiscussionConclusionsEngagement prioritiesNotesReferencesELF Oral Presentations in a Multilingual Context: Intelligibility, Familiarity and AgencyThe Swiss linguistic landscapeELF and intelligibility in European HEOral presentations in academic ELF contextsEthnographic research on ELF in academic contexts: oral presentationsReflective teaching and classroom research: a case studyPedagogical implications for teaching EPAPIntelligibility in English for Plurilingual Academic PurposesFamiliarisationMatching language and visual informationExploiting multilingualismAgencyTeaching pronunciationEngagement prioritiesReferencesLanguage Awareness and ELF Perceptions of Chinese University StudentsELF awareness and language attitudeExploring language awareness and student perceptions among Chinese university studentsFocus groups with Chinese studentsA case study of attitude changeReflection on Chinese culture in EnglishReconsideration of intelligibilityQuestioning NES-NNES power relationsChallenging the relevance of NESs for NNESsUnchanged belief about English in educationPedagogical implicationsRaising ELF awareness in university classroomsProviding explicit knowledgeUsing authentic ELF dataIncreasing intercultural encountersConclusionsEngagement prioritiesReferencesELF-Aware In-Service Teacher Education: A Transformative PerspectiveELF implications for the EFL classroom and for teacher educationTowards an ELF-aware teacher educationProcedureTeachers' reflectionsDiscussionConclusionEngagement prioritiesReferencesThe Pedagogical Implications of ELF in a Domestic Migrant WorkplaceUnderstanding ELF, migration and the workplaceMigrant domestic workers and ELFCommunicative practices of domestic migrant workersPerceptions and language use within the domestic workers' local communityCommunicative practices in the workplace: domestics, clients, and language brokersPedagogical implications for teaching migrant workersTeachers' knowledge baseTeachers' approachContext and settingMaterialsConclusionsEngagement prioritiesNotesReferencesTeaching through ELF at International Post-Secondary Institutions: A Case Study at United World CollegesInternational schools and ELF usageInternational schools - qualifications, language policiesThe International Baccalaureate DiplomaIB DP and English - official policyUWC - educational policy, CLIL and LAELF usage at UWC - qualitative analysisKey tendenciesLanguage policy and proficiency in EnglishFocus on content not language formFocus on vocabularyTeacher and peer behavioural response to English usageExtensive language exposureLinguistic sensitivity and management of multilingualismChallenges of studying through the medium of EnglishConclusions and recommendationsEngagement prioritiesNotesReferencesELF, Teacher Knowledge and Professional DevelopmentResearching ELF in teacher educationPerceptions of English in initial teacher trainingQuestionnaire responses: rating scalesQuestionnaire: open responsesConcluding remarksEngagement prioritiesNotesReferencesPragmatics, intelligibility and culture: pedagogical issuesPragmatics and pedagogyIntelligibility and pedagogyCulture and pedagogyAn ELF-orientation to teaching: some pedagogical suggestionsELF-aware teaching and learningIntercultural awarenessAwareness and agencyAwareness-raising in the classroomLanguage policies, standards and modelsMaterials - diversity and availabilityMultilingual classroom practicesELF-oriented pedagogy: looking aheadReferences
 
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