A Report of the Center for English as a Lingua Franca (CELF) for Academic Year 2014-2015

Autor/inn/en	Okada, Tricia; Milliner, Brett; Ogane, Ethel; Leichsenring, Andrew; Imai, Mitsuko; Cote, Travis; McBride, Paul
Titel	A Report of the Center for English as a Lingua Franca (CELF) for Academic Year 2014-2015
Quelle	(2015), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Official Languages; Language Role; Foreign Countries; Global Approach; Language Usage; Tutoring; Professional Development; College Students; Student Attitudes; Student Surveys; Questionnaires; Likert Scales; Teacher Attitudes; Teacher Surveys; Second Language Learning; Language Tests; Japan; Test of English for International Communication + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Office language; Amtssprache; Ausland; Globales Denken; Sprachgebrauch; Förderkonzept; Nachhilfeunterricht; Collegestudent; Schülerverhalten; Schülerbefragung; Fragebogen; Likert-Skala; Lehrerverhalten; Zweitsprachenerwerb; Language test; Sprachtest
Abstract	English as a Lingua Franca (ELF) refers to the use of English as a contact language between people who have different first languages, including native English speakers (Jenkins, 2014). "ELF is simultaneously the consequence and the principal language medium of globalizing processes" (Jenkins, Cogo, & Dewey, 2011, p. 303). In connection with Tamagawa University's goals to enhance education from global perspectives, the Center for English as a Lingua Franca (CELF) at Tamagawa University piloted in 2012 and officially commenced in 2014. The CELF has continually promoted initiatives in raising ELF awareness, improving teaching practices, and researching language education. The objectives of this article are to (1) share CELF's understanding of ELF; (2) report on student classroom-related activities and teacher professional development initiatives; (3) analyze student and teacher survey results; (4) present TOEIC results; and (5) discuss future developments in the program. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01