This collection brings new insight into the relationship between English as a lingua franca and language teaching. It explores how the pedagogy of intelligibility, culture and language awareness, as well as materials analysis and classroom management, can be viewed from an ELF perspective in school and university contexts.
İçerik tablosu
1. English as a Lingua Franca: Descriptions, Domains and Applications; Alessia Cogo
2. Promoting Awareness of Englishes and ELF in the English Language Classroom; Lucilla Lopriore and Paola Vettorel
3. Developing Critical Classroom Practice for ELF Communication: A Taiwanese Case Study of ELT Materials Evaluation; Melissa Yu
4. Linking ELF and ELT in Secondary School through Web-mediation: The Case of Fanfiction; Enrico Grazzi
5. ELF Oral Presentations in a Multilingual Context: Intelligibility, Familiarity and Agency; Iris Schaller-Schwaner
6. Language Awareness and ELF Perceptions of Chinese University Students; Ying Wang
7. ELF-aware In-service Teacher Education: A Transformative Perspective; Yasemin Bayyurt and Nicos Sifakis
8. The Pedagogical Implications of ELF in a Domestic Migrant Workplace; Kellie Gonçalves
9. Teaching through ELF at International Post-secondary Institutions: A Case Study at United World Colleges; Veronika Quinn Novotná and Ji?ina Dunková
10. ELF, Teacher Knowledge and Professional Development; Martin Dewey
11. ELF-oriented Pedagogy: Conclusions; Hugo Bowles
Yazar hakkında
Yasemin Bayyurt, Bo?aziçi University, Turkey Hugo Bowles, University of Rome ‘Tor Vergata’, Italy Alessia Cogo, Goldsmiths, University of London, UK Martin Dewey, King’s College London, UK Ji?ina Dunková, Independent Scholar Kellie Goncalves, Independent Scholar Enrico Grazzi, Roma Tre University, Italy Lucilla Lopriore, Roma Tre University, Italy Veronika Quinn Novotná, Charles University, Prague Iris Schaller-Schwaner, University of Fribourg, Switzerland Nicos C. Sifakis, Hellenic Open University, Greece Paola Vettorel, University of Verona, Italy Ying Wang, University of Southampton, UK Melissa H. Yu, University of Southampton, UK
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