Exploring the Orientation and Use of Textbook Lingua-Cultural Resources to Teach and Learn English for Lingua Franca Communication

Autor/in	Yu, Melissa H.
Titel	Exploring the Orientation and Use of Textbook Lingua-Cultural Resources to Teach and Learn English for Lingua Franca Communication
Quelle	In: Asia-Pacific Education Researcher, 27 (2018) 4, S.257-266 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-018-0381-6
Schlagwörter	Textbooks; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Official Languages; Communicative Competence (Languages); Questionnaires; Observation; Interviews; Ethnography; Educational Researchers; Teacher Attitudes; Student Attitudes; Language Teachers + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Office language; Amtssprache; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Fragebogen; Beobachtung; Interviewing; Interviewtechnik; Ethnografie; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Lehrerverhalten; Schülerverhalten; Language teacher; Sprachunterricht
Abstract	Despite textbooks serving as a primary educational resource, they are not inclusive. While the argument that the native speaker (NS) lingua-cultural approach or dominance in textbooks may impede English as a lingua franca (ELF)-aware teaching and learning has been accepted by some scholars, this assertion is supported by little empirical evidence obtained from the evaluation of its impact on classroom practice. Besides, English language teaching (ELT) researchers have suggested different ways to use textbooks for communicative teaching and these suggestions have not yet been contested from an ELF perspective. Thus, this paper aims to address these concerns. Questionnaire surveys, textbook analysis, classroom observations, and interviews are employed to conduct an ethnographic inquiry into classroom practice in order to obtain local knowledge about how the NS-based textbooks are used and whether the advice of ELT researchers on using textbooks encourage or discourage ELF-aware pedagogy in local contexts. The results show a minimum impact of the NS approach and of the US dominance on ELF-related classroom practice because teachers and students critically evaluate and skillfully use NS-based textbook and US lingua-cultural resources. Additionally, NS-based textbooks alone do not determine ELF-aware classroom practice. It is how teachers and students rely on and use NS resources in the textbooks that determine how ELF-aware teaching and learning is realized. Lastly, certain strategies for using textbooks and lingua-cultural resources suggested by ELT and ELF scholars effectively facilitate ELF-aware classroom practice. However, not all the pedagogical suggestions proposed by the previous studies are feasible in the teaching situations studied herein. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01