Inclusive approaches in the WE and ELF-oriented classroom

Given the dynamic and hybrid nature of ELF settings, where constellations of speakers - together with their linguistic and cultural backgrounds - are also very changeable, the complexity of the communicative strategies characterising these encounters ought to constitute a point for reflection in class. Matsuda identifies three main reasons for an inclusive approach to Englishes. According to her (Matsuda 2012a: 175), [1]

accurately and helps learners develop a more realistic expectation about their future interlocutors;

  • 2. this could foster 'the sense of ownership of English', which can be done in several ways, 'from having the opportunity to use English for authentic purposes to meeting someone with a similar background using English effectively to having explicit discussions in it';
  • 3. the inclusion of people who are similar to the learner is important because they serve as the role model. Specifically, it allows learners to see themselves as someone who can become a legitimate user of the language.

One of the major areas where one's view of the language is represented is grammar, both in terms of its conceptualisation and of learning sequences. In spite of widely known theories and approaches to grammar, such as systemic- functional linguistics with its integration of grammar into discourse, or of 'grammaring', the dynamic process of relating form and structure to meaningful units, very little of these approaches is represented in course-books or even grammar books. Grammar is still presented as a set of clearly outlined verb paradigms, rules about linguistic forms and rules to be practised and implemented in de-contextualised activities. On the other hand, FL teaching and learning approaches based on how second languages are acquired and developed (Larsen-Freeman 2003, 2006; Ellis 2008) share a focus on the users, in particular on their experience of processing language while simultaneously constructing it, and identify the notions of 'attention', 'awareness' and 'noticing' as crucial for fostering acquisition. Such an approach would certainly fit a WE and ELF orientation where the learner should be encouraged to observe and to notice language in use in naturally occurring interactions.

  • [1] it is important that the materials used in class represent both native andnon-native speakers, particularly those similar to learners themselves. Suchan inclusive representation represents the profile of English users more
 
Source
< Prev   CONTENTS   Source   Next >