Mind the Gap EFL/ELF: What lies in between what teachers teachand what students use, and its pedagogical implications
Öz
From the observations collected as a non-native English teacher in Italian high schools and from the data of my qualitative PhD research on the use of English/es among native and non-native Italian adolescent students, I will here investigate within the gap which is opening between what English teachers teach and what English students use in a context where English is taught and learned as EFL. Analyzing what is happening between language as norm and language as use, I will also address the pedagogical challenges that ELF advances, but also the educational opportunities it offers in the perspective of a critical linguistic pedagogy as it puts into evidence the cultural, complex and situated nature of language and of interactional encounters.
Anahtar Kelimeler:
ELF and critical linguistic pedagogy, intercultural education, post-normative approach to EFL pedagogy
___
- Alim, S. H., Ibrahim, A., & Pennycook, A. (Eds). (2009). Global linguistic flows: Hip hop cultures, youth identities, and the politics of language. London, New York: Routledge.
- Androutsopoulos, J. (2009). Language and the three spheres of hip hop. In Alim et al., Global linguistic flows: Hip hop cultures, youth identities, and the politics of language. (pp.43-62).
- Auer, P. (Ed). (1998). Code-switching in conversation: Language, interaction and identity. London, New York: Routledge.
- Auer, P. (Ed). (2007). Style and social identities. Alternative approaches to linguistic heterogeneity. Berlin; NewYork: Mouton de Gruyter.
- Bagna C., Barni M.. (2005). Spazi e lingue condivise. Il contatto fra l’italiano e le lingue degliimmigrati: percezioni, dichiarazioni d’uso e usi reali. Il caso di Monterotondo e Mentana.(223-251). In C. Guardiano, E. Calaresu, C. Robustelli, & A. Carli (Eds.). Lingue, Istituzioni, Territori. Atti del XXXVIII Congresso Internazionale di Studi della Società di Linguistica Italiana. Modena 23-25 settembre 2004, Roma: Bulzoni.
- Bazzanella, C. (2011). Linguistica e pragmatica del linguaggio: un’introduzione (3° ed.). Roma: GLFeditori Laterza.
- Dewey, M. (2012a). Beyond labels and categories in English language teaching: Critical reflections on popular conceptualisations. In C. Leung & B.Street (Eds.). English – A changing medium for schooling. Bristol: Multilingual Matters.
- Dewey, M. (2012b). Towards a post-normative approach: learning the pedagogy of ELF. Journal of English as Lingua Franca. 1(1), 141-170.
- Dewey, M. (2007). English as a lingua franca and globalization: an interconnected perspective.International Journal of Applied Linguistics, 17(3), 332-354.
- Colombo, M., & Santagati, M. (2010). Interpreting social inclusion of young immigrants in Italy. Italian Journal of Sociology of Education, 4, 9-48.
- Fairclough, N. (1989). Language and power. London; New York: Longman.
- Freire, P. (1970). The pedagogy of the oppressed. New York: Herder & Herder.
- Flick, U. (2007).Designing qualitative research. London: SAGE.
- ISSN: 1300-9567
- Yayın Aralığı: Yılda 2 Sayı
- Başlangıç: 1976
- Yayıncı: Boğaziçi Üniversitesi
Sayıdaki Diğer Makaleler
UWC Schools: An Ideal ELF Environment?
Veronika NOVOTNÁ, Jirina DUNKOVA, David GROSSNER
Exploring Non-Native English Teachers’ Professional Development Practices
Sibel KORKMAZGİL, Gölge SEFEROĞLU
All Englishes Are Equal (But Some Are More Equal Than Others)
First Stage in the Construction of METU Turkish English Exam Corpus (METU TEEC)
Building a Singapore Learner Corpus of English Writing for Pedagogy