ELF-Aware In-Service Teacher Education: A Transformative Perspective

Yasemin Bayyurt and Nicos C. Sifakis

Introduction

Recent work in the field of English as a Lingua Franca (henceforth ELF) has been focused on defining, delineating, and clarifying the nature of ELF. While some work has addressed issues of teacher education and training (see below for a review), we have yet to see a comprehensive proposal that aims both to educate English as a Foreign Language (henceforth EFL) or English as a Second Language (henceforth ESL) teachers about ELF and to engage them in developing, teaching, and evaluating ELF-aware lessons in their own teaching context.

In this chapter we will present the findings from a teacher education project that attempts to do just that. This project, based on a proposal of Sifakis (2007) and located at Bogazici University in Istanbul, aims (a) to educate in-service teachers from Turkey and Greece about ELF concerns and (b) to urge them to develop and teach ELF-aware lessons. One of the project's original features is that it is entirely distance-oriented. It does not require teachers to attend face-to-face seminars in which they are told about ELF; instead, they read selections from the literature on global English, ELF, and English as an International Language (henceforth EIL), and respond to questions that prompt them to reflect on issues linking what they have read with their own teaching experience. Their responses are collected online for sharing and discussion in a Forum specially designed for the project. In the second phase of the project, the teachers develop, teach, and evaluate newly created lessons based on their understanding of ELF. We will summarise the theoretical background of the project, present some key findings, and discuss implications for ELF-aware teacher development programmes.

 
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