This article aims at providing an overview of recent studies that have looked into the implications of Global Englishes ̶ World Englishes and ELF ̶ for English Language Teaching (ELT). This research area has seen a great development over the last few years, with the publication of a significant number of papers and volumes dealing with several aspects connected to ELT, both from a theoretical and an empirical point of view (for an overview, Lopriore and Vettorel 2015). The article is structured into two main parts. The first includes a table (Table 1) including the main literature dealing with WE, EIL and ELF in terms of pedagogic practices. Relevant studies have been categorised into the following five main areas (see Table 1), each representing a focal relevant point in the potential pedagogic implications of WE and EIL/ELF in the English language classroom: 1. Sociolinguistic awareness of the plurality of English; exemplifications of the diversity and plurality of Englishes and of ELF; 2. Englishes and ELF in ELT – materials implementation and examples of materials/activities; 3. Use of English in the out-of-school environment; appropriation of English: language creativity in EIL/ELF settings; 4. Accommodation and communication strategies for effective and cooperative interaction; strategic competence; focus on intelligibility; 5. intercultural communication and cross-cultural sensitivity.
Global Englishes: WE, EIL, ELF and English Language Teaching. An overview of research literature
VETTOREL, Paola
2017-01-01
Abstract
This article aims at providing an overview of recent studies that have looked into the implications of Global Englishes ̶ World Englishes and ELF ̶ for English Language Teaching (ELT). This research area has seen a great development over the last few years, with the publication of a significant number of papers and volumes dealing with several aspects connected to ELT, both from a theoretical and an empirical point of view (for an overview, Lopriore and Vettorel 2015). The article is structured into two main parts. The first includes a table (Table 1) including the main literature dealing with WE, EIL and ELF in terms of pedagogic practices. Relevant studies have been categorised into the following five main areas (see Table 1), each representing a focal relevant point in the potential pedagogic implications of WE and EIL/ELF in the English language classroom: 1. Sociolinguistic awareness of the plurality of English; exemplifications of the diversity and plurality of Englishes and of ELF; 2. Englishes and ELF in ELT – materials implementation and examples of materials/activities; 3. Use of English in the out-of-school environment; appropriation of English: language creativity in EIL/ELF settings; 4. Accommodation and communication strategies for effective and cooperative interaction; strategic competence; focus on intelligibility; 5. intercultural communication and cross-cultural sensitivity.
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