Challenges and Strategies for ELF-Aware Teacher Development

Autor/inn/en	Choi, Koun; Liu, Yongcan
Titel	Challenges and Strategies for ELF-Aware Teacher Development
Quelle	In: ELT Journal, 74 (2020) 4, S.442-452 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccaa036
Schlagwörter	Second Language Instruction; English (Second Language); Official Languages; English Teachers; Faculty Development; Elementary School Teachers; Foreign Countries; Teaching Skills; Lesson Plans; Instructional Materials; Parent Attitudes; Preferences; Standard Spoken Usage; Barriers; Reflective Teaching; Teacher Collaboration; Communication Skills; South Korea + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Office language; Amtssprache; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Ausland; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lesson planning; Unterrichtsplanung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Elternverhalten; Gesprochene Sprache; Umgangssprache; Lehrerkooperation; Kommunikationsstil; Korea; Republik
Abstract	Teachers play a crucial role in the implementation of an English as a lingua franca (ELF) perspective in the classroom. However, little research has been conducted on what challenges teachers might encounter and what types of support are needed to teach English from an ELF perspective. This study thus explores the experiences of seven primary teachers enrolled in a teacher development programme designed to support their attempts to teach from an ELF perspective in South Korea. Drawing on in-depth interview data, the paper provides detailed accounts of the challenges and strategies for developing ELF-aware teachers. The main challenges encountered included a lack of the pedagogical skills required to implement planned lessons, the paucity of relevant instructional materials, and parents' strong preference for Standard English. It is possible, however, that these challenges could be addressed by creating opportunities for guided reflection, peer collaboration, and effective communication. Implications for future ELF-aware teacher development programmes are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01