Language education in plurilingual contexts: Challenges and perspectives within an ELF-aware approach

The rise of ELF in an increasingly multilingual society presents a great array of challenges as regards teachers' stereotypical perspectives, generating the need to revisit teacher education both for English language teaching (ELT) and Content and Language Integrated Learning (CLIL). Multilingu...

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Bibliographic Details
Published inResearch papers in language teaching and learning Vol. 14; no. 1; pp. 50 - 65
Main Author Lopriore, Lucilla
Format Journal Article
LanguageEnglish
Published Patras Hellenic Open University 01.02.2024
Subjects
Classroom communication
Content and language integrated learning
English as a second language instruction
English as an international language
English language
Language change
Mediation
Multilingualism
Nonnative-speaking teachers
Stereotypes
Teacher education
Teaching
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Summary:The rise of ELF in an increasingly multilingual society presents a great array of challenges as regards teachers' stereotypical perspectives, generating the need to revisit teacher education both for English language teaching (ELT) and Content and Language Integrated Learning (CLIL). Multilingual classrooms require that teachers update their understanding of language in use, of the new status of English, of material development, of authenticity, and of the use of ICT and of mediation strategies. Adopting these aspects in teacher education can indeed bring about significant change in the language classroom, where the contributions of non-native teachers, as well as of their learners, may offer novel pedagogical insights. The study described in this article is partly based upon the ENRICH CRD course and two methodological courses for CLIL subject teachers using English in their classrooms, which aimed primarily at developing teachers' awareness of the role of English in communication and their multilingual classrooms. The study investigated their responses to the approach adopted and to ELF through questionnaires, lesson plans and comments in discussions among the course participants.
ISSN:1792-1244