@inbook {38575,
	title = {<span style="color: $\#$222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">Promoting transformative learning through English as a lingua franca: An empirical study.</span>},
	booktitle = {Fergal Finnegan, Ted Fleming \& Alexis Kokkos (Eds.), Transformative Learning in Europe: Perspectives and Practices.},
	year = {2019},
	pages = {177-192},
	publisher = {Palgrave Macmilan},
	organization = {Palgrave Macmilan},
	address = {Cham, Switzerland},
	abstract = {<span>This chapter provides a state-of-the-art discussion of the ways in which transformative learning could be fostered in teacher education. It focuses on programmes which aim at raising English language teachers{\textquoteright} awareness of the implications of the current role of English as a lingua franca (ELF), namely as an international contact language. After presenting the challenges which the ELF phenomenon poses nowadays, the transformative model for ELF-aware teacher education put forward by Sifakis is discussed, with reference to its relevance for Mezirow{\textquoteright}s transformation theory. The transformative experiences of Kordia during her participation in an ELF-aware teacher education programme are afterwards presented, illustrating the phases of transformation she went through in her attempt to integrate ELF in her teaching practices.</span>},
	url = {https://link.springer.com/chapter/10.1007/978-3-030-19159-7_12},
	author = {Nicos Sifakis and Stefania Kordia}
}
