Seven Principles for Writing Materials for English as a Lingua?Franca

Autor/in	Kiczkowiak, Marek
Titel	Seven Principles for Writing Materials for English as a Lingua?Franca
Quelle	In: ELT Journal, 74 (2020) 1, S.1-9 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccz042
Schlagwörter	Material Development; English (Second Language); Second Language Learning; Second Language Instruction; Pronunciation; Official Languages; Language Role; Intercultural Communication; Pragmatics; Communication Skills; Native Speakers; Language Variation; Instructional Materials + Suchen Sie Ihr Suchwort? Lehrmaterialentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aussprache; Office language; Amtssprache; Interkulturelle Kommunikation; Pragmalinguistik; Kommunikationsstil; Muttersprachler; Sprachenvielfalt; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	The unprecedented rise of English to become a global lingua franca has sparked a growing academic interest with numerous research publications on global Englishes, English as a lingua franca, and English as an international language. Although this research has led to numerous informative findings concerning pronunciation, pragmatics, and intercultural communicative skills, many course books still present English as if it was primarily used to communicate with 'native speakers'. In addition, native speakerism, or the belief that 'native speakers' are not only better models but also better teachers of the language, is still widespread in ELT. As a result, this article aims to bridge the gap between the research and materials writing practice by suggesting seven research-based principles which can help materials writers not only write materials that are truly global and authentic, but also contribute to tackling native speakerism by addressing some of the discourses that support it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01