ELF in the language classroom. The implications of a pluricentric approach to English for designing sustainable pedagogical models in language education

Beschreibung

Although ELF "constitutes the prevailing reality of English" (Seidlhofer 2009: 237), non-native uses of English have not been (sufficiently) incorporated into the design of curricula used in secondary education. On the contrary, the "native speaker standard English language ideology" (Jenkins 2007: 65) continues to prevail to the extent that the implementation of less normative pedagogical models is ill-fated. This paper explores the vital question of how ELF can be adapted to the ELT classroom in order to address the communicative needs of users of English on a local and global level. The analysis is based on a challenging review of the curricula used in German secondary education, focussing on a (critical) analysis of the discourse of the 'didacticization' of English. While these results are obviously typified by the particulars of the German national education system, they nonetheless allow for a number of compelling generalisations across EU member states. The issues raised will be further substantiated by a case study of learner attitudes (Sing 2006), illustrating their negative attitudes towards non-native uses of English. Clearly, any viable language pedagogy will link the enlarged focus of English in linguistic theorising to the learner's educational setting. If sustainable pedagogical models are indeed the target of educational policies, the conclusions to be drawn will have to distinguish carefully between language education in the secondary and tertiary sector.

Zeitraum	22 Mai 2010 → 25 Mai 2010
Ereignistitel	The Third International Conference of English as a Lingua Franca (ELF3)
Veranstaltungstyp	Keine Angaben
Bekanntheitsgrad	National