The pedagogical implications of a WE and, more recently, ELF perspective have become a growing area of research, first of all as far as teacher education is concerned (e.g. Bayyurt & Sifakis, 2015; Blair, 2015; Dewey, 2015; Lopriore, 2010, 2016; Lopriore & Vettorel, 2015; Seidlhofer, 2011; Sifakis, 2007; Vettorel, 2016). Despite the differences between the WE and ELF research areas, they both share an orientation towards a plurilithic view of English and its speakers (e.g. Jenkins et al., 2011). A relevant research area within ELF is the ELF-awareness perspective. One of the most relevant points for a WE/ELF-aware perspective to be effectively taken into account is raising teachers’ awareness of ELT materials evaluation within this perspective, so that existing materials can be critically examined and implemented with ‘authentic’ examples of the current complexity of Englishes and ELF.
Perspectives in WE- and ELF-informed ELT Materials in Teacher Education
Paola Vettorel;Lucilla Lopriore
2019-01-01
Abstract
The pedagogical implications of a WE and, more recently, ELF perspective have become a growing area of research, first of all as far as teacher education is concerned (e.g. Bayyurt & Sifakis, 2015; Blair, 2015; Dewey, 2015; Lopriore, 2010, 2016; Lopriore & Vettorel, 2015; Seidlhofer, 2011; Sifakis, 2007; Vettorel, 2016). Despite the differences between the WE and ELF research areas, they both share an orientation towards a plurilithic view of English and its speakers (e.g. Jenkins et al., 2011). A relevant research area within ELF is the ELF-awareness perspective. One of the most relevant points for a WE/ELF-aware perspective to be effectively taken into account is raising teachers’ awareness of ELT materials evaluation within this perspective, so that existing materials can be critically examined and implemented with ‘authentic’ examples of the current complexity of Englishes and ELF.
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