In Incorporatin ing an En Engli lish as s Lin Lingua Fran anca (E (ELF) Perspective in into En Engli lish La Language Teac aching (EL (ELT) Cla lassroom Salam Mairi The University of Edinburgh salamsemangat@gmail.com
English Users 900 ‘ a contact language between Number of users (million) 800 persons who share neither a 700 600 common native tongue nor a 500 common (national) culture, 400 and for whom English is the 300 chosen foreign language of 200 100 communication’ 0 English Lingua-franca users Mother tongue users (Firth ,1996) Adapted from Chong (2012)
Expanding Circle Outer Circle English = Foreign language Inner Circle English = Second language English = Native language Kachru’s three-circle-model adapted from Crystal, D. (1999)
English as a Lingua Franca (ELF) and English as a Foreign Language (EFL) ELF EFL 1 Belongs with Global Englishes 1 Belongs with Foreign Languages 2 Difference perspective 2 Deficit perspective 3 Its metaphors: contact and change 3 Its metaphors: interference and fossilisation 4 Code-switching seen as bilingual 4 Code-switching seen as error resulting source from gap in knowledge 5 Goal: successful intercultural 5 Goal: successful communication with communication NESs *Source: Jenkins (2014, p. 26).
1. What are Japanese and Indonesian university students’ attitudes toward ELF? 2. What factors influence their attitudes towards ELF? 3. What are Japanese and Indonesian university students’ views on incorporating the ELF perspective into ELT classrooms? Through learning about attitudes and their Successful learning Positive contributing factors, it is possible to figure Successful teaching learning out how to incorporate an accepted attitudes process version of ELF into ELT practices. (Reid, 2003; Visser, 2008)
Due to the shift of the trend in the context from EFL to ELF, then it becomes a new condition where a new conceptual framework is required in order to deal with the ‘conceptual gap’. (Seidlhofer, 2001).
Questionnaire (N=70) Verbal Guise Technique / VGT (N=70) *modified Semi-structured Interview (N=4)
Experience travelling abroad (%) 100 100 90 80 83 70 60 50 54 40 30 20 10 17 0 13 0 6 3 6 0 6 0 6 0 3 0 3 0 3 0 0 3 0 11 0 0 Japan Indonesia
English learning motivations (%) 100 91 80 86 86 80 74 74 71 60 66 66 63 63 60 40 49 49 43 40 34 20 6 0 Japan Indonesia Interest Entertainment Global communication Talking to native Travelling abroad Studying abroad Career prospect Working abroad Being English teacher
Attitudes towards ELF 3.90 3.80 3.70 3.60 3.50 3.40 3.30 3.20 3.10 3.00 2.90 Communication- Native-focussed ELF in ELT ELF as a model Overall focussed JP 3.81 3.60 3.29 3.37 3.71 ID 3.53 3.31 3.21 3.25 3.51
The interview thematic framework 1. Attitudes towards English as Lingua Franca 1.Beliefs about global use of English 2.Communication in English 2. Incorporating an ELF perspective into ELT 1. Strong attachment to ‘standard’ English as a barrier 2. Moving away from ‘standard’ norm -oriented attitudes 3.ELF in the ELT classroom
Engli lish sh use (int nter erview iew transc nscri ript): ): P3: Well, I personally do not have aaa, I think that, it has not to be like that, as long as the messag sage e is under erstood stood. As long as not so aaa [IP] the first thing, ooo, aaa it has, it has, it must not emm, maybe, the pronunciation for example, it doesn’t have e to be native-li like e pronunciation, eee (…) what t matte ters s is it must t not make e communication munication breakd akdown wn. I mean misunderstanding like thirty, thirteen, aaa, that that is crucial RIGHT, to misunderstanding. So that kind of thing is important. Other than that fine, as long g as the mess ssag age e crosse ossed. Because ause the fact, the reality, we’re not going to talk or inter eract act with th people le from m Britis itish h only or Amer erican ican only.
Word fr freq equency query ery (Nviv vivo) = = 17 177 7 vs 128 128 Th The e words associated with Eng English as a Lingua Franca (ELF), such as ‘ EL ELF ’, ‘ communication ’, ‘ different ’, and ‘ message ’ appeared more frequently than the e words associated with a native- like orientation, such as ‘ native ’, ‘ standard ’, ‘ American ’, and ‘ Br British ’.
Linguistics, cultural, and functional diversity (Matsuda & Friedrich, 2012) It is unreasonable to impose a single restricted pedagogical model to the Functional Linguistics students while they have options to choose from, without pressure from the dominant model (Jenkins, Cultural 2006; McKenzie, 2008) Experience to build contact- based attitudes towards alternative models of ‘standard’ English (Dornyei, 2006)
What I’ve learnt? - ELF and ELT - Mixed method research design Then? - Suggestion for bigger scale study - PhD proposal - Joint research
salamsemangat@gmail.com
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