English has become a lingua franca that is used to respond to different communicative needs and in very diverse contexts. In order to be successful users of ELF Transcultural Communication, that is, in contexts where people do not share the same linguistic and cultural background and choose English as their common means of communication, learners need to be prepared to deal with varied linguacultural practices, that emerge and are negotiated in interaction (Baker 2020). Teacher Education is one of the first dimensions where it is important to raise awareness of such issues, in order to include a more ELF-oriented and intercultural understanding of the use of English today (Bayyurt & Sifakis 2015; Vettorel 2017). To do so, pre-service teachers need to be prepared to deal with the manifold manifestations of English in ELF transcultural contexts, the diversity of linguistic and cultural norms and practices that intermingle in ELF settings and the use of communication strategies as tools to actively shape and negotiate meaning in interaction (Antonello 2022; Baker 2020; Sifakis 2019; Vettorel 2019). In light of these considerations, the presentation will outline the preliminary findings of a study focused on the inclusion of communication strategies in Teacher Education and English Language Teaching. The importance to adopt an intercultural-oriented and ELF-aware pedagogy in English Language Teacher Education will be discussed, outlining guidelines and examples of activities to raise awareness of the diversity of languages and cultures involved in ELF transcultural contexts, to support the necessary ability to negotiate common ground among speakers and to foster the use of communication strategies to effectively and appropriately communicate in ELF Transcultural Communication. References: [1] Antonello, M. 2022. English as a Lingua Franca and Intercultural Communication: communication strategies and meaning negotiation in ELF transcultural contexts. Doctoral dissertation, University of Verona. [2] Baker, W. (2020). Exploring Intercultural and Transcultural Communication in ELT 英語教育における異文化・超文化コミュニケーションの探求. The Center for English as a Lingua Franca Journal, 6, 1–12. [3] Bayyurt, Y. & Sifakis, N. 2015. Developing an ELF-aware pedagogy: Insights from a self-education programme. In Paola Vettorel (ed.), New Frontiers in teaching and learning English, 55-76. Newcastle-upon-Tyne: Cambridge Scholars. [4] Sifakis, Nicos C. 2019. ELF awareness in English Language Teaching. Principles and processes. Applied Linguistics 40(2). 285–306. [5] Vettorel, P. (2017). The Plurality of English and ELF in Teacher Education. Raising Awareness of the ‘Feasibility’ of a WE- and ELF-aware Approach in Classroom Practices. Lingue e Linguaggi, 24(0), 239–257. [6] Vettorel, P. (2019). Communication Strategies and Co-construction of Meaning in ELF: Drawing on “Multilingual Resource Pools”. Journal of English as a Lingua Franca, 8(2), 179¬210.
THE INCLUSION OF ELF TRANSCULTURAL COMMUNICATION AND COMMUNICATION STRATEGIES IN ENGLISH LANGUAGE TEACHER EDUCATION
Antonello, Monica
2022-01-01
Abstract
English has become a lingua franca that is used to respond to different communicative needs and in very diverse contexts. In order to be successful users of ELF Transcultural Communication, that is, in contexts where people do not share the same linguistic and cultural background and choose English as their common means of communication, learners need to be prepared to deal with varied linguacultural practices, that emerge and are negotiated in interaction (Baker 2020). Teacher Education is one of the first dimensions where it is important to raise awareness of such issues, in order to include a more ELF-oriented and intercultural understanding of the use of English today (Bayyurt & Sifakis 2015; Vettorel 2017). To do so, pre-service teachers need to be prepared to deal with the manifold manifestations of English in ELF transcultural contexts, the diversity of linguistic and cultural norms and practices that intermingle in ELF settings and the use of communication strategies as tools to actively shape and negotiate meaning in interaction (Antonello 2022; Baker 2020; Sifakis 2019; Vettorel 2019). In light of these considerations, the presentation will outline the preliminary findings of a study focused on the inclusion of communication strategies in Teacher Education and English Language Teaching. The importance to adopt an intercultural-oriented and ELF-aware pedagogy in English Language Teacher Education will be discussed, outlining guidelines and examples of activities to raise awareness of the diversity of languages and cultures involved in ELF transcultural contexts, to support the necessary ability to negotiate common ground among speakers and to foster the use of communication strategies to effectively and appropriately communicate in ELF Transcultural Communication. References: [1] Antonello, M. 2022. English as a Lingua Franca and Intercultural Communication: communication strategies and meaning negotiation in ELF transcultural contexts. Doctoral dissertation, University of Verona. [2] Baker, W. (2020). Exploring Intercultural and Transcultural Communication in ELT 英語教育における異文化・超文化コミュニケーションの探求. The Center for English as a Lingua Franca Journal, 6, 1–12. [3] Bayyurt, Y. & Sifakis, N. 2015. Developing an ELF-aware pedagogy: Insights from a self-education programme. In Paola Vettorel (ed.), New Frontiers in teaching and learning English, 55-76. Newcastle-upon-Tyne: Cambridge Scholars. [4] Sifakis, Nicos C. 2019. ELF awareness in English Language Teaching. Principles and processes. Applied Linguistics 40(2). 285–306. [5] Vettorel, P. (2017). The Plurality of English and ELF in Teacher Education. Raising Awareness of the ‘Feasibility’ of a WE- and ELF-aware Approach in Classroom Practices. Lingue e Linguaggi, 24(0), 239–257. [6] Vettorel, P. (2019). Communication Strategies and Co-construction of Meaning in ELF: Drawing on “Multilingual Resource Pools”. Journal of English as a Lingua Franca, 8(2), 179¬210.
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