<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Enric Llurda</style></author><author><style face="normal" font="default" size="100%">Yasemin Bayyurt</style></author><author><style face="normal" font="default" size="100%">Nicos Sifakis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">&lt;span style=&quot;color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;&quot;&gt;Raising teachers’ awareness about English and English as a lingua franca.&lt;/span&gt;</style></title><secondary-title><style face="normal" font="default" size="100%">Peter Garrett and Josep M. Cots (Eds.), The Routledge Handbook of Language Awareness.</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2018</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.routledge.com/The-Routledge-Handbook-of-Language-Awareness/Garrett-Cots/p/book/9781032402079</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Routledge</style></publisher><pub-location><style face="normal" font="default" size="100%">New York</style></pub-location><pages><style face="normal" font="default" size="100%">155-169</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;span&gt;In this chapter, we will provide a review of the major aspects related to teacher&lt;/span&gt;&lt;br&gt;&lt;span&gt;awareness, with special reference to non- native teachers’ awareness of English as an&amp;nbsp;International Lingua Franca (ELF), and will then provide an account of a hands on&amp;nbsp;&lt;/span&gt;&lt;span&gt;practical approach aimed at introducing teachers in Expanding Circle countries&amp;nbsp;&lt;/span&gt;&lt;span&gt;(Kachru, 1985 ) to the challenges and implications of teaching a global language, thus&amp;nbsp;&lt;/span&gt;&lt;span&gt;transforming them into ELF- aware teachers who will be ready to convey such awareness&amp;nbsp;among their students. We will focus on non- native English- speaking teachers’&amp;nbsp;(NNESTs’) awareness of the global properties of ELF. In order to support our suggestions&amp;nbsp;in the light of a new model of transformative teacher education (Sifakis, 2007,&amp;nbsp;2014), we provide evidence from an on- going project on ELF- aware language teaching, and we report NNESTs’ perspectives on what they consider to be an ELF- aware lesson, as well as teachers’ observations of how successful they were in raising their students’ awareness towards ELF (Bayyurt and Sifakis, 2015a , 2015b; Sifakis, 2014 ; Sifakis and Bayyurt, 2015).&lt;/span&gt;</style></abstract></record></records></xml>