ELF and Teacher Education: Attitudes And?Beliefs

Autor/inn/en	Dewey, Martin; Pineda, Inmaculada
Titel	ELF and Teacher Education: Attitudes And?Beliefs
Quelle	In: ELT Journal, 74 (2020) 4, S.428-441 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccaa047
Schlagwörter	English (Second Language); Language Usage; Teaching Methods; Teacher Education Programs; Language Teachers; Teacher Attitudes; Diversity; Communication Skills; Language Skills; Accuracy; Social Influences; Cultural Influences; Foreign Countries; United Kingdom (England); Spain + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Lehrerverhalten; Kommunikationsstil; Language skill; Sprachkompetenz; Sozialer Einfluss; Cultural influence; Kultureinfluss; Ausland; Spanien
Abstract	The growing relevance of research in English as a lingua franca (ELF) for ELT has led to a need to rethink the way we approach English in the language classroom and to reassess how we configure knowledge about language in teacher education. This article reports on a joint project initiated in 2017 at King's College London (UK) and the University of Malaga (Spain), exploring the value of perceptions towards language and ELF among language teachers. Our goal was to promote reflective attitudes towards linguistic diversity, language change and the potential impact of ELF on developments in ELT. We present here the results of an online survey that participants took after only two sessions into their training. Our findings link ELT practitioners' teaching priorities to an ELF orientation because there was a higher number of participants who aligned with statements about pedagogic approaches where successful communication is emphasized above accuracy (42/72), and statements that favour fostering experimentation with linguistic forms (53/72) and promoting students' L1 sociocultural identity (54/72). (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01