constrained by social context, a phenomenon that currently holds very true for ELF. The Discourses that emerged in the participants' narratives can be contextualised in a wider debate concerning the continued use of idealised native speaker models in language teaching and learning, and why they still hold a powerful position of influence (Cook 1999;Davies 1995Davies , 2003Jenkins 2000, ... Scholars who have aligned themselves with this shift in perspective, have turned their attention to studying the plurality of Englishes around the globe, i.e. and had ‘years of development’. (Perceived) effects of accent-related experiences, Every single one of the participants referred to at least one negative accent-related experience. ELF accents, the theme to which we now turn. For as was indicated in the introduction to this chapter, even in, expanding circle contexts of use, where NSs form a very small minority, legitimate English is, still widely considered by native and non-native speaker alike to be that which adheres to the, norms of educated NSs. Yet, language reinforces the differences and similarities in cross-cultural spaces. All content in this area was uploaded by Jennifer Jenkins on Oct 12, 2015, As we saw in the previous two chapters, there seems to be a good deal of ambiguity in, English teachers’ perceptions of ELF in general and ELF accents in particular. However, she chose her words carefully. But first we consider the part played by their accent-related experiences in. It is becoming the norm for books on discourse. students, in any case, found an NS English accent highly desirable: they ‘really love it’. and Le Page and Tabouret-Keller (1985) focused on code-switching, accommodation, and, language choice. In this, chapter, we focus on ELF identity issues as they affect NNS teachers, exploring in particular, the extent to which any ambivalence towards ELF may be the result of some kind of conflict, between their identities as successful teachers and as members of their own L1 groups and a. may shape the data; and Cameron 2001: 176, on the role of the interviewer in the co-construction of Also problematic, as far as ELF is concerned, is the fact that inter-, group approaches ignored the way in which a world language may be appropriated in order to, express new social identities (op. they felt their accent was involved, and their position on ELF accents. Joseph links the. Are there organizational structures and practices that support lower level creativity but hamper higher level, or vice versa? refers to the interviewee (Georgia interviewee 1, Georgia inter, few native speakers [of English] belong to the community. (See for example, Blommaert 2005; Chambers, 2004.) dialectical forms, regional non-standard variations), or instances of code-switching, are often positioned as being on the periphery (Creese & Blackledge 2019), and therefore problematic for interpretation. What are the psychological mechanisms underlying Blacks' orientation toward politics and can these mechanisms help account for observed differences in Black political attitudes and behavior?. ), They saw it as their role to fulfil their students’ needs, usually in a test-driven, NS English-, oriented education system, and often referred to using tapes of NS speakers as pronunciation, models despite any personal loss of face this might involve. accents, another very frequently expressed belief was that an NS English accent is a sign of, pronunciation proficiency and an NNS accent a sign of a lack of it. what I’ve been taught for so many years and years on and on back in Poland’, and added: … and maybe it’s not even erm the thing that you SOUND like a native speaker (.) Specifically, students acknowledged the diversity of English, assessed English from a GE perspective, and their self-confidence increased in international communication. That means because in our culture erm teachers shouldn’t have mistakes in, front of the students […] you are English TEACHer and you are kind of authority in the, those kids they just begin go learn English (.) An Introduction to English as a Lingua Franca by Kaisa Pietikäinen, University of Helsinki. Pölzl 2004; Pölzl and Seidlhofer 2006) or some other hybrid NNS identity grounded in a view of, themselves as ‘fully-fledged participants … in their second self-chosen world’, (Pavlenko and Lantolf 2000: 169), that they ‘transform’ rather than ‘merely conform, ideology (for example, Woolard 1992) and social identity (for example, Turner 1999; and see, the reference to Tajfel’s work above). Some even, believed an NNS English accent to be interpreted by others, particularly NSs, as a sign of, lack of intelligence or education. ... With the popularity of English around the world in present days, the language has widely been used among speakers with different first languages for successful communication, functioning as a global lingua franca [1]. standard within the accepted constraints. “Teaching English as a Lingua Franca: The journey from EFL to ELF”, published by DELTA Publishing, is the latest in their teacher development series and is authored by Marek Kiczkowiak and Robert Lowe.As you would expect with the DELTA teacher development series, this book follows the well-known and respected formula as with other books. engagement’, ‘jointly negotiated enterprise’, and ‘shared repertoire’ (Meyerhoff 2002: 528–9; company of ELF speakers, in the sense of ‘we're all in the same boat’. In the meantime, in the Chinese context, China English should be developed to make it part of the main English. On the other hand, as the studies in both this chapter and, that identity is constructed within established contexts and may vary from one, that these contexts are moderated and defined by intervening social variables and, that identity is a salient factor in every communicative context whether given, that identity informs social relationships and therefore also informs the, that more than one identity may be articulated in a given context, in which case, the extent to which the participants desired to signal some kind of L1 lingua-cultural, the extent to which they desired to signal some kind of native-like English identity in, whether they considered themselves to be members of some kind of ELF speech, They were all proficient speakers of English, and all had bachelor degrees. This is not to say that, linguistic power is being wielded in the expanding circle in the sense that it was in the past in. English certainly forms the most prominent example with vivid discussions on concepts such as World Englishes (Kachru 1992), English as a Global Language (Crystal 2003), English as a Lingua Franca (Seidlhofer 2011; ... Irrespective of what variety of English (native or chosen) they prefer, teachers should be wary of ideas associated with standard or proper pronunciation, historically associated with British Received Pronunciation (RP) and more recently with General American (GA) English. Teachers' choices of action contradict Gardner's contention but his assumptions are largely supported. The general ideas of pluricentricity are reflected in the teaching and learning of many L2s. equally be said of attitudes to ELF varieties (Spanish English, Japanese English, and the like). ¥ what kinds of English are use/accepted? A mismatch between policy and practice, Strategic use and Perceptions of English as a Lingua Franca, English as a Lingua Franca: Attitude and Identity, "French is French, English is English": Standard language ideology in ELF debates, We don't take the right way. This may, be true also of several expanding circle regions. Indeed, a standardised monolingualism is taken as the default, centric baseline for community interpreting in general. This, we believe, will mean coming to terms with the kinds of language forms and skills involved in the use of European ELF (English as a Lingua Franca), and a corresponding move away from outdated assumptions that European speakers of English (if they ‘must’ use English at all) should defer to native English norms (the kind that are taught in traditional English as a Foreign Language, or EFL, classes). multiple, co-constructed in context, and so on. yeah, that’s a good interview, and I can reflect on my idea in terms of EIL, yeah’. English accent, and neither liked nor disliked it. Lessons from Good Language Teachers, The book includes two chapters on pages 41 and 189 that Minoo Alemi has co-authored. recurred throughout almost all the interviews, and we will return to it later in the discussion. Given the very idiosyncratic nature of most of. Although the discussion follows the four themes outlined in Table 7.1, there is a substantial, amount of overlap, and to avoid repetition, each extract from the data is presented and. The many benefits of using picturebooks in the primary classroom include language development as well as an introduction to real-world issues through storytelling and fictitious characters that children can relate to. themes in turn, and consider the patterns that emerge across the seventeen interviews. (See Golombek and Jordan 2005 for a similar finding. However, she, hurriedly distanced herself from these attitudes by turning the subject away from her accent, choice to how she saw the future, supporting her point with information about the ‘open’, attitude of her German flatmate. One example is shown above on page XXX, where participant I. described her pleasure when her accent was mistaken for that of an NS of American English. This pull in opposite directions led, in turn, to the ambivalence revealed in their, seemingly contradictory statements about both themselves and ELF. As participant G observed: goal suggests that even if and when ELF is established, it may take some time for, indings in an EFL context: Tribble’s interview study, … We are trying, all over Tunisia, to teach international English, which is British, I’ve always tried to ask people who are native speakers to assess the way I, [i]t has recently become fashionable to esch, a repertoire of different communicative instruments or registers an, [a]s such it can be distinguished from those other parts of the individual’s repertoire which, Interviews are certainly likely to prove more effective than ethno, ly to be revealed in classrooms, whose curricu, In the interviews themselves I used the term EIL (English, consuming process, but provided me, I bel, ee Dalton and Seidlhofer 1994, Jenkins 2000; als, rosodic feature by a particular speaker in the, etc. Meanwhile, participant E thought there was a, general assumption that NNSs can only speak ‘good English’ if they ‘can imitate a native, distinction between NS and NNS English accents, like the informants in the map task (see, Chapter 5), many were also easily able to cite specific pronunciation features of other NNS. Four, As a result of the global presence of English as a Lingua Franca (ELF), it has been argued that learners of English should be exposed to a range of varieties of English, rather than a single variety of English, so that they can be better prepared to communicate with other people in ELF communication. Many NNS teachers do not accept the, legitimacy of NNS regional accents. you read it then record it and compare with, the- because the students have er cassette er they er which is- which which was from er, British- the British people er read it then the students will compare er how far I should, The way in which K switched from first to third person and from present to past tense, suggests that although she believed herself to be describing a general situation, she was also, recalling her personal childhood English learning experience. Based upon a qualitative method of data collection, an interview and a scenario technique were used in this study. For, example, F said that ELF would be difficult to implement in Poland because of university, teachers’ traditional attachment to NS English and the influence of the British Council on, […] with the erm teachers we’ve got in the universities (.) identity in their L2 English (as had been assumed in my earlier research); their L2 English (which, earlier, I had assumed they would prefer not to do); and. They go, on to consider how power relationships may shift and ‘game rules’ be renegotiated, so that, ‘new identity options come into play and new values are assigned to identity options which, have previously been legitimized or devalued by dominant discourses of identity’ (pp. First, it explores the multilingual-multicultural nexus; next, it investigates the representation of cultural and linguistic diversity in picturebooks; finally, it uses the bilingual picturebook, Marisol MacDonald Doesn't Match / Marisol MacDonald no combina (2011), by Monica Brown and Sarah Palacios (illustrator) to identify the benefits of a multilingual approach to developing intercultural citizenship. Thus, in terms of an accent hierarchy, the interview participants echoed, the findings of the questionnaire study respondents, who ranked and rated NS accents, followed by European accents, particularly Swedish-English, most favourably, and Asian. One, particularly noteworthy point is that it is the participants in Tribble’s study who turn out to be, the more staunchly pro-NS English norms, and who in most cases do not even acknowledge, the possibility that some NNS English features might belong to a category distinct from, errors. There have been considerable recent demographic shifts in the use of English worldwide. the notion of ‘crossing’ (see Rampton 1995), and for ignoring the fact that identity, is not the only reason for code-switching. (A), No@ … I don’t er (.) In this, respect, a commitment to do their best for their students seemed to be an important element in, their personal identities as teachers. Furthermore, it is suggested that ELF identities should be regarded as one of a range of alternatives that language users in Asia may or may not choose to orientate themselves towards. English as a lingua franca (ELF) English as a lingua franca is a “contact language” between persons who share neither a common native tongue nor a common culture, and for whom English is the chosen as language of communication. Howard Gardner posits a performance-oriented regimental approach to creativity in China, based on his visit to the country a decade ago. tend to pronounce poopose not purpose’ adding that ‘purpose is er standard accent. teacher. On the one hand, she saw herself, and wanted to be seen, as a competent and, committed English teacher. As well as this practical focus, this book looks at both pragmatic and lexicogrammatical issues and highlights their interrelationship. It is a point that is echoed, too, in, Preston’s concern that learners should be ‘allowed to develop their personal selves as they, complex phenomenon that cannot be divorced from other phenomena such as language, attitudes and ideologies, and linguistic power, while the relationships among them are, becoming ever more complex in postmodern societies. recognized her accent as East European she would be displeased: … because I presume it’s something wrong (like) you know it’s er (2) it just you know, sounds subconsciously it means: (.) So. In addition, the analysis of prosodic cues may help to. by the, prevailing standard NS English ideology (a word that one of my interview participants, actually used), there are signs in what they say, as well as in the literature, that change is in, sight—see below, this chapter, and Chapter 8. Regardless of whether or not the participants had heard of ELF (or EIL) prior to their, interview, with just two exceptions (D and N), they responded to it positively at a theoretical, level. as goal], but now further recognition about the contradiction in terms of my view ... . She described this as a kind of, ‘brainwashing’. In other cases, the experiences were of a more general, nature that emerged during the general discussion and involved, for instance, the effect on, them of being a learner of English in a particular situation. Data were collected by means of semi-structured interviews and a questionnaire survey at a university in Hong Kong. serve as "language(s) for identification"' (2006: 90). Their. In, this respect, they seemed to share the beliefs of the participants in Friedrich’s (2003) study. However, little is known about second language (L2) learners' perspectives on exposure to. and how it came into existence and evolved as it did, how it is learned and how it is used, every day, by every user, every time it is used’ (2004a: 224). outer circle countries such as Kenya (or, for that matter, inner circle countries such as Wales), i.e. However, after many years of learning English based on this model, students are not adequately prepared for future interactions in globalized contexts, where many speakers have different first languages (Jenkins, Cogo, & Dewey, 2011). Pronunciation instruction in English as a second/foreign language classes has often been limited or outright ignored in communicative approaches to second language (L2) teaching. value and purchase in the world’ (2005: 223). This is not to suggest an older, essentialized view of social identity, but a poststructuralist approach that is entirely in. More local content should be used as they help learners associate inputs with familiar cultures. Even here, however, the first articulated a, personal preference for British English, while the second implied that his stance was borne of, necessity in that he believed, like participant E in my study (see page XXX), that it is. I don’t want to be what I am not (1) I, She nevertheless thought it would be ‘a good thing’ if her accent was mistaken for that of an, NS of English because ‘it’s part of learning a new language (or it’s thought to be) erm:: to, sound as much as the model’. Join ResearchGate to find the people and research you need to help your work. well that I’m not good. 401–2). However, in most cases to date, their objections, have been based on classroom anecdote, evidence drawn from experimental studies such as, word recognition tests, and even intuition, rather than evidence drawn from empirical studies, of ELF interactions. 1 Since the Second World War, English has become the lingua franca (ELF) of many domains, ranging from business to international politics to academia, and the globalization fostered by the rise of internet and new media has accentuated this development. first English (.) choice of a native-like British accent for herself. a) attitudes towards own English accent/own, c) beliefs about suitable English accents for selves as teachers, related experiences (specific and general), c) perceptions of future possibilities for teaching, both phonetic transcription and any commentary, off (hyphen attached to item preceding cut, emphatic or contrastive stress (‘I’ is underlined), rising tone beginning on stressed syllable (only if particularly noticeable, falling tone beginning on stressed syllable (only if par, interruption: hyphen attached to beginning of interrupter’s tu, I like (.) yeah eLEVen and from the st- very start of (1) th- junior, high school education and it’s (.) Hong Kong is a, English, a variety whose very existence many of its speakers themselves deny, regard, differences between their English and standard British English as errors, no matter how. undermines the attitudinal base of Gardner’s (1985) integrative motivation’. who, haven’t got a linguistic background (.) yeah (.) Indeed, it has been argued that in-depth interviews, context of personal history or experience; where delicate or complex issues need to be, explored at a detailed level, or where it is important to relate different issues to individual. In the first round of interviews (participants A to H), I stopped the recording at this point. ELF is not immune from, this, and it is inconceivable that the NS English language ideology discussed in Chapter 2 and, the attitudes to NNS accents revealed in the previous two chapters do not play important roles, One of the main reasons for the increased complexity of identity in recent times is the, phenomenon of globalization and, with it, shifts in ‘the range of identities available to, individuals’ (Pavlenko and Blackledge op. participants in my study shared a sense of a community and commonality that calls to mind, the notion of a ‘community of practice’ (for example, Wenger 1998), with its ‘mutual. The paper reviews the effectiveness of pronunciation instruction, synthesizes research on what aspects of English pronunciation should be taught and how, and examines English teachers' cognitions, beliefs, and training in pronunciation instruction. For example, pauses may indicate that a particular issue is problematic for the participant, laughter may, signal embarrassment, while speakers may use various prosodic means to distance, there is no such thing as ‘pure’ data that is completely free from bias, and it is not absolute, ‘truth’ that is sought in in-depth interviews, but ‘what the informant’s statements reveal about, his or her feelings and perceptions’. This holds true for L2 speakers, as much as for L1 speakers, a point frequently made by those who take a sociocultural, approach to second language learning—for example, Donato 2000; Pavlenko and Lantolf, 2000; Pavlenko 2002—as well as others—such as Norton (2000) and V. Cook (2002b)—who, regard learners first and foremost as social beings and users of their L2 in their own right, rather than ‘disembodied brains’ (Thorne 2000: 220). Miller concludes that being, understood in the L2 is not sufficient: ‘sounding right’ is also important. For example, participant I described how ‘one Japanese student said shart but should, be shirt’, and added ‘Japanese people always say shart’. Current study observes morphological ability and bilingual profile of L1 and L2 of Pashto mother-tongue children. Effects of explicit morphological instruction was focused on identifying Pashto orthography and applying morphological ability on word formations. Participant I, for example, described an. This, in turn, is bound to influence the extent to which, and the ways in, which, L2 English speakers identify with the English language and its users, and their sense, of how they see themselves and how they want to see themselves in English. incident when she made a mistake and was corrected by one of her students: […] I pronounced some vocabulary not quite accurately and some students recognized, it (1) and they tried- and er they- after class they criticized me and said miss [I] you, pronounced this word (.) Poststructuralist perspectives on identity have introduced into the equation a number of, previously ignored concepts of which the most important as far as ELF is concerned is. understand not only for for NSs themselves, but also for NNSs for whom NS accents were, the sole teaching models and who have subsequently had little exposure to NNS English, accents. The data were collected using a semi-structured interview with 25 undergraduate students studying English across five universities in Southern Thailand. cit. The Journal of English as a Lingua Franca (JELF) is the first journal to be devoted to the rapidly-growing phenomenon of English as a Lingua Franca.The articles and other features explore this global phenomenon from a wide number of perspectives, including linguistic, sociolinguistic, socio-psychological, and political, in a diverse range of settings where English is the common language of … Kong are both producers of Hong Kong are both producers of Hong are. 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