Pedagogical Implications of ELF : Comparing Research Literature with Finnish Curricula
Alastalo, Sakari (2022)
Alastalo, Sakari
2022
Kielten maisteriohjelma - Master's Programme in Languages
Informaatioteknologian ja viestinnän tiedekunta - Faculty of Information Technology and Communication Sciences
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Hyväksymispäivämäärä
2022-05-20
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202205054409
https://urn.fi/URN:NBN:fi:tuni-202205054409
Tiivistelmä
English as a lingua franca (ELF) has become one of the central interests in the field of applied linguistics. The implications of ELF research are particularly relevant for English language teaching (ELT) because learners are more likely to use the language in ELF contexts, rather than in native English contexts. This study, therefore, investigates the research on English as a lingua franca and the implications thereof for ELT. The results are then compared with the national core curricula in Finland to understand how ELF is understood in the curricula.
The methodology for investigating ELF research literature is content analysis. The results display how the literature offers contradictive advice on how to make use of ELF in the classroom, but they also provide insights into how the contradiction between Standard English and the inherent nonstandardness and flexibility of ELF can be connected. By means of a tolerant and reflective approach, the teacher should incorporate ELF into the English as a foreign language (EFL) classroom, without forgetting that English is still English.
Comparing the results with the national core curricula in Finland, the study explains how the curricula do promote many suitable ELF features to the Finnish English language classroom. However, it is evident that the teacher’s understanding of the concept of ELF and its implications for ELT is crucial in determining how ELF is incorporated to teaching.
As a conclusion, the study highlights the importance of knowing how English language teachers understand and utilise ELF related aspects of the curricula and research. Without proper understanding, the curricula do not serve the purpose for ELT.
The methodology for investigating ELF research literature is content analysis. The results display how the literature offers contradictive advice on how to make use of ELF in the classroom, but they also provide insights into how the contradiction between Standard English and the inherent nonstandardness and flexibility of ELF can be connected. By means of a tolerant and reflective approach, the teacher should incorporate ELF into the English as a foreign language (EFL) classroom, without forgetting that English is still English.
Comparing the results with the national core curricula in Finland, the study explains how the curricula do promote many suitable ELF features to the Finnish English language classroom. However, it is evident that the teacher’s understanding of the concept of ELF and its implications for ELT is crucial in determining how ELF is incorporated to teaching.
As a conclusion, the study highlights the importance of knowing how English language teachers understand and utilise ELF related aspects of the curricula and research. Without proper understanding, the curricula do not serve the purpose for ELT.