Engagement priorities

In this chapter we have described a teacher training project that attempts to introduce in-service teachers working in the EFL field to the so-called ELF construct. We have used the term 'ELF-aware teaching' to refer to teachers' involvement in understanding ELF-related concerns and their trying out and evaluation of activities with their learners that implement such an understanding. What we have also shown in this chapter is that ELF-aware teacher education has had transformative effects on the teachers involved in the project. What follows is a series of points to consider when engaging in ELF-aware teaching and teacher education. [1]

would be very different from context to context, but they are likely to have, among other things, a focus on spoken discourse, a teaching perspective that favours differentiated instruction and a pedagogical orientation that is not correction-centred. Continue to experiment and reflect on the efficacy of these lessons and activities and always poll your learners about their efficacy. We would like to stress that ELF-aware instruction does not imply a downright rejection of EFL practices but attempts to give the EFL class (and its typically Standard English orientation) a much more authentic sense of real world English usage. Whether you will be transformed or not as a result of these experimentations is, again, something that will depend on many things, your learners, the target situation, parents, sponsors, available teaching materials, and, most importantly

  • [1] As a first step, read as much as you can about ELF, seeking published books,peer-reviewed journal papers, and chapters. As you read, make notes of yourreflections. What are your attitudes toward ELF discourse? To what extentdo you consider such discourse helpful and/or problematic? It is vital thatyou offer reasons for your perspectives. There are no right or wrong answershere, as long as you are fully aware of your own attitudes towards ELF andpotential shortcomings of current EFL pedagogical practices (e.g., overcorrection of learners' errors, too much emphasis on teaching to a test, etc.).In what ways would an ELF-aware pedagogy be helpful for your learners? 2. As a second step, you need to find out as much as you can about your learners' beliefs and attitudes about English and its function in the world today.Enquire into the extent to which they use English outside of the EFL class(e.g., playing online videogames and engaging with co-players). Find outabout whether they are happy with the EFL perspective of the class and askthem if they would not mind you integrating elements of ELF (e.g., examples of successful non-native discourse) into the lessons. Conduct similarsurveys of every other stakeholder (parents, sponsors, headmasters, etc.). 3. If your teaching context allows it and you are confident about the value ofintroducing your learners to ELF-aware input and pedagogy, start experimenting with activities or entire lessons that are ELF-aware. These lessons
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