Title: | Teaching materials and the ELF methodology : attitudes of pre-service teachers |
Authors: | Szymańska-Tworek, Aleksandra |
Keywords: | English as a lingua franca; teaching materials; teacher trainees |
Issue Date: | 2016 |
Citation: | Theory and Practice of Second Language Acquisition, Vol. 2 (2016), s. 83-100 |
Abstract: | The central argument voiced in the present paper is that the English language classroom
should be influenced by the English as a lingua franca (ELF) methodology. What we
mean under the notion of ELF methodology is a set of assumptions and tenets advanced
by a number of scholars (e.g., Jenkins, 2002; Seidlhofer, 2011), who advocate rejecting the
hegemony of a native-speaker language model and embracing a more egalitarian perspective
that promotes the linguistic and cultural diversity of the English-using world. The ELF methodology
is one of the recent developments in ELT. An abundant literature (e.g., Spichtinger,
2001; McKenzie, 2008) recommends that learners of English are exposed to as many different
varieties of English as possible. A further recommendation (e.g., Matsuda, 2012) is that
the cultural content presented to pupils in the ELT classroom should be drawn from multiple
sources. The present paper aims to contribute to the debate concerning the implications that
the ELF methodology carries for coursebooks and teaching materials. The study explores
pre-service teachers’ views on the following questions: (1) How many and which varieties
of English should appear in the CD recordings that accompany coursebooks? (2) Cultures of
which countries should constitute the content of teaching materials? The data obtained from
170 pre-service teachers majoring in English indicate that most of them are far more willing
to embrace the cultural rather than linguistic diversity in their own teaching practice. |
URI: | http://hdl.handle.net/20.500.12128/6576 |
ISSN: | 2450-5455 |
Appears in Collections: | Artykuły (W.Hum.)
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