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Introducing English as a lingua franca: an online tutorial

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Introducing English as a lingua franca: an online tutorial. Rachel Wicaksono. York St John University. International Association of teachers of English as a Foreign Language (IATEFL) Harrogate April …

Introducing English as a lingua franca: an online tutorial. Rachel Wicaksono. York St John University. International Association of teachers of English as a Foreign Language (IATEFL) Harrogate April 2010

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  • I teach on our MA TESOL, also an UG module called ‘Introduction to TESOL’, students from the UK, as part of the module, they get to chat to and interview in class students from the York St John International Foundation Programme. Their recorded conversations provided the data for this project.
  • Alan and Tony Transcription of a classroom conversation – talk more about transcription and notation (symbols) later in the presentation
  • Andrew and Costas
  • […] native as well as non-native English speakers should have assistance in their use of English for international communication because of the different functions of English across cultures. (Smith 1983, vi)
  • Not code but practice, not only a form of knowledge but also interaction strategies, context-specific, emergent. LFE, Plurilingual traditions in South Asia (see Canagarajah 2009), ELF (see Jenkins 2006), WE (see Berns 2008), translingual language practices (see Makoni and Pennycook 2007). Could we raise students awareness to the co-construction of understanding in LFE??? Aim of the online tutorial!
  • Working with students Creating resources based on reading of the academic literature and site-specific data We used what are for us readily available resources. In other contexts, to do our activity would require, as a minimum, a recording device (possibly students’ mobile phones?). To create an activity like ours would require similar equipment and software. Training students in communication technologies as an assessed part of their course?? TBI Global English see refs.
  • Available in 3 formats Creative Commons – fully re-usable
  • Importable to your virtual learning environment
  • Sharing resources - the open education movement – UK government funded – not a new concept for most EL teachers, though a challenge to the publishing industry???
  • Highlights of the tutorial Creative Commons – fully re-usable
  • Transcript

    • 1. Introducing English as a lingua franca: an online tutorial IATEFL Harrogate April 2010 Rachel Wicaksono York St John University, Centre for Languages and Linguistics [email_address]
    • 2. Rationale for the project: ELF in the UK 1/4
      • A: So whilst you’ve been learning English what kinds of things have you done already (.) what kind of areas have you covered whilst you’ve been here.
      • T: (.) What do you mean?
      • A: (.)(.h) well, have you looked at (.) um (.) travelling and directions °have you looked at° °°how to you know like how to°° °actual words. like in the supermarket° like buying and selling [food?]
      • T: [yeah ] if I improve my (.)
      • A: And so what kind of areas have you looked at what have you covered.
    • 3. Rationale for the project: ELF in the UK 2/4
      • A: Do you think it errm (.) like does it make you feel more con fident in like going out and speaking to people? I mea:::n (.) I guess  .hhh  (.) ya know if yo- if you (.) spoke- went and spoke to someone on the street and asked them about the government (.) you know (.) they- they wouldn’t really (.) have much to say probably about it ya know they- they wouldn’t- wouldn’t be too interested in it.
      • C:  Yea  =
      • A: =ya know- do y- do you think that’s kind of been- h- how important do you think it’s been for like ya know m- making ya English bedder?
      • C: (.) [  (X)  ]
      • A: ((LS)) [or- or- or kind of making- making you feel more confident about (.) like jus’ go- like going out you know a:nd >I  d’know  < speaking to people, ya know going and doing- doing things.
    • 4. Rationale for the project: ELF in the UK 3/4
      • The native is no longer a model speaker of WE…. Communicative competence in WE is in large measure of an interlingual or multilingual nature, and therefore, far from being an asset, being a monolingual may actually turn out to be an encumbrance. Indeed, the day may not be far off when native speakers of English may need to take crash courses in WE , in order to be able to cope with the demands of an increasingly competitive world market. (Rajagopalan 2004:117)
    • 5. Rationale for the project: ELF in the UK 4/4
      • Because of the diversity at the heart of this medium, LFE is intersubjectively constructed in each specific context of interaction. The form of English is negotiated by each set of speakers for their purposes. The speakers are able to monitor each other’s language proficiency to determine mutually the appropriate grammar, lexical range and pragmatic conventions that would ensure intelligibility.
      • (Canagarajah 2007:925)
    • 6. Enquiry-based learning project plan and funding
      • 4 students: Stavros, Olly, Jialing and Ilias
      • 1 YSJ E-learning advisor
      • Equipment: Digital audio recorders, Flip video camera
      • Software: Wimba Create, Audacity, WMM
    • 7.
      • Live link
    • 8.  
    • 9.  
    • 10. Introducing English as a lingua franca: an online tutorial
      • Background to ELF and our discourse analytic approach to the analysis of classroom talk
      • Transcribing
      • Notation
      • Discussing transcriptions
      • http://www2.yorksj.ac.uk/EnquiryCommons/elf/elfsite/index.htm
    • 11. Plans for the future
      • Add audio and videos
      • Correct typos and add Jorum logo and link
      • Change the format of text-heavy pages to Q and A
      • Add a blog page for students to give feedback and share their data (applied linguistics from the bottom-up….)
    • 12. Implications for ELT
      • Motivating?
      • Depends on your students’ target context/tasks?
      • Recording and transcribing as a route to raising awareness of the language code and language practices/communication strategies/accommodation?
    • 13. York St John University | www.yorksj.ac.uk references Berns, M. (2008). World Englishes, English as a lingua franca, and intelligibility. World Englishes , Vol. 27, No. 3/4, pp. 327–334. Canagarajah, S. (2007). Lingua franca English, multilingual communities, and language acquisition. Modern Language Journal , 91(focus issue), 923- 939. Canagarajah, S. (2009). The plurilingual tradition and the English language in South Asia. AILA Review , Volume 22 ( Multilingual, globalizing Asia: Implications for policy and education). Amsterdam: John Benjamins. Hall, C. J., Smith. P. H. & Wicaksono, R. (forthcoming). Mapping applied linguistics: an introduction for students and practitioners . Abingdon: Routledge. Jenkins, J. (2006) Current Perspectives on Teaching World Englishes and English as a Lingua Franca. TESOL Quarterly . 40 (1) 157 – 182. Makoni, S. & Pennycook, A. (Eds. ) (2007). Disinventing and reconstituting languages. Clevedon: Multilingual Matters. Roberts, P. and Canagarajah, S. (2009), Broadening the ELF paradigm: Spoken English in an international encounter. In Sharifian, F. (Ed.) English as an international language: Perspectives and pedagogical issues. Clevedon: Multilingual Matters. Smith, L. E. (ed.) (1983) Readings in English as an international language. Oxford: Pergamon. Wicaksono, R., Sikkema, A. & O’Brien, F. (2004). ‘Web writing’ . IATEFL Learning Technologies , 04/06. Wicaksono, R. & O’Brien F. (2003). ‘Global English’. IATEFL Learning Technologies, 03/07. References
    • 14. Introducing English as a lingua franca: an online tutorial IATEFL Harrogate April 2010 Rachel Wicaksono York St John University, Centre for Languages and Linguistics [email_address]
    • 15. Back to slide 10
    • 16. Back to slide 10

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