Abstract:

Research shows that, while exposure to English as a lingua franca (ELF) discourse and to discussion of ELF-related interactional strategies – such as rephrasing, paraphrasing and translanguaging – can help raise English language teachers’ and learners’ ELF awareness, this is often not enough nor is the value of such exposure adequately monitored. In this paper, following the principles of ELF awareness (Sifakis, Nicos. 2019. ELF awareness in English language teaching: Processes and practices. Applied Linguistics 40(2). 288–306), I suggest that raising teachers’ and learners’ awareness of and attitudes towards their own experience as users of English inside and outside of the classroom needs to be prioritised, especially in Expanding Circle teaching and learning contexts. Together with this awareness, teachers and learners need to be made fully conscious of their deeper perceptions about key ELF concerns, such as the role of the native speaker in ELF interactions, the nature of intercultural communication, etc. Such awareness can be raised through metalinguistic and metacognitive activities and questions added to existing activities/materials. To this end, I propose a framework and a series of specific step-by-step scenarios and tools for raising teachers’ and learners’ ELF awareness along these lines and present four examples of integrating such metacognitive and metalinguistic activities with those of a specific textbook.

Publisher's Version