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My Language – My English
                                 Towards a Lingua Franca Pedagogy




                                                       Kurt Kohn

      University of Tübingen                                              Steinbeis Transfer Center
      kurt.kohn@uni-tuebingen.de                                          Language Learning Media
      http://projects.ael.uni-tuebingen.de                                www.sprachlernmedien.de


Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012
The times they are a-changin’



Come gather 'round people wherever you roam

And admit that the waters around you have grown

And accept it that soon you'll be drenched to the bone

If your time to you is worth savin'

Then you better start swimmin' or you'll sink like a stone,

For the times, they are a-changin‘

                                                                       Words and Music by Bob Dylan

                                                                        You sure can add the tune




Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   2
Quo vadis ELT?
 ELT regulations and practice
     An exonormative SE orientation appears to be natural
     Communicative EFL approaches emphasize communicative competence
      and a greater tolerance for deviations (particularly in CLIL)
     But the overall orientation is toward SE and against endonormative
      processes; any deviations from SE are at best tolerated
           → ELT provides no “honorable” place for deviations from SE
 The ELF communication argument                                                                             > quote
     ELF communication is successful despite deviations from SE
     “Deviant” phrases and structures emerge naturally through
      endonormative processes of ELF development and should be accepted
     Communicative success [intelligibility!] is ensured by ELF communication
      strategies, e.g. accommodation, meaning negotiation and ‘let it pass’

    →     Pedagogic implications:                                                                            > quote
          Need for reaching out beyond “normativity” (Dewey 2012:166)


  Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   3
The “ELF communication argument”

ELF communication is “usually characterized by a high degree of linguacultural
diversity, routinely resulting in highly variable and creative use of linguistic
resources. This is wholly at odds with the characterization of language in ELT […],
in which received wisdom maintains that intelligibility is norm driven (thus
privileging grammatical accuracy), and that effective communication is best
achieved by conforming to the arbitrarily fixed language norms of Standard
varieties […].” (163)
                                                   Dewey, M. (2012). Towards a post-normative approach:
                                                   learning the pedagogy of ELF. JELF 1/1, 141-170


This statement has a strong sub-text:
 ELF communication is highly creative, productive and effective
 A SE orientation is counter to communicative success
 Once we have liberated ELF speakers ad ELF communication from the fetters
  of SE, everything is fine



  Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   4
ELF research for ELF pedagogy




“One potential impact of ELF research, therefore, is a reorientation of thinking
about language in the curriculum, of moving beyond the singularity that typifies
current approaches in order to better encapsulate the diversity and plurality of
communication.” (163)

“In terms of understanding what an ELF-informed or ELF-oriented pedagogy
should look like we need to engage in much more empirical [ELF] research.” (165)

“ELF is relevant not so much in terms of identifying alternative sets of norms, but
more in terms of enabling us to move beyond normativity.” (166)

                                                   Dewey, M. (2012). Towards a post-normative approach:
                                                   learning the pedagogy of ELF. JELF 1/1, 141-170




  Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   5
ELT and ELF: hostile brothers or brothers in arms?

 Many ELT professionals take a negative attitude against the “ELF
    communication argument”
       Pedagogic conservatism: they hold on to what they are familiar with
       The criteria by which they judge ELF communication as successful are
         simply different
       They do not like the “sub-text”: your SE orientation is not in sync with
        ELF reality (= your SE orientation is bad!)

 This leads to a misunderstanding shared by many teachers
       “Do you want me to teach incorrect English?” (comment by a German
        teacher)

→     Maybe not “hostile” brothers, but certainly brothers who keep a wary eye on
      each other’s preferences and moves

→     We thus urgently need to overcome this deadlock between ELT and ELF –
      which requires two things:
           Empirical research on communicative success under ELF conditions
           A re-conceptualization of a NNS’s Standard English orientation

    Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012
Success in ELF communication

 Evidence from ELF performance
     from our BACKBONE “natural narrative” interviews
           http://projects.ael.uni-tuebingen.de/backbone
           [> corpus search > English as a lingua franca corpus]

     from our TELF “Midwestern” discussions
           http://projects.ael.uni-tuebingen.de/telf [> TELF database DEMO]

         ELF speakers creatively stretch and exploit their language resources
         They engage in meaning negotiation, accommodation, and ‘let it pass’
    →     BUT does this mean that ELF communication a success story?

 Introspective insights from TELF
     More often than not, speakers are dissatisfied with their own performance
      (according to their own individual requirements of performance)
     They are usually more satisfied with other speakers’ performance

 Why should we be interested in speaker satisfaction at all?
     Because it is a necessary & sufficient criterion of communicative success!

  Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   7
My language – my English

My emphasis on speaker satisfaction derives from the constructivist nature of
all our knowledge and skills. A speaker's language is his/her own creation.

     I acquire a language by developing/constructing/CREATING my own
        version of it in my mind, my heart and my behavior

     Oriented toward my perception of the target language

     Influenced by my native language, my attitudes & motivation, my goals &
        requirements, my learning approach, the effort I invest, and the people I
        talk to and want to be with

     Not in isolation, but in communicative, social interaction with others

The English I develop is my own. And it is inevitably different from any target
language toward which it is oriented.

           – The social-constructivist “My English” condition –
                    Not an option, but part of the human condition
                             of knowledge and learning
  Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   8
A non-native speaker’s SE orientation



 Strong version of a                                      Learners are required to comply
 SE orientation                                           with the SE (teaching) norms –
                                                          the closer they get, the better

                 An understanding of language learning
         as a behaviorist copying process lurks in the background



                                                          Learners take SE as a model for
 Weak version of a                                        orientation – they create their
 SE orientation
                                                          own version of it

               An understanding of language learning
 as a social-constructivist process of cognitive & emotional creation


Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   9
Beyond the divide between ELT and ELF


The strong version of a SE orientation tends to alienate learners from their
own creativity, often resulting in frustration, anxiety, even fear.

     In ELT, there is thus an urgent need for a social-constructivist re-
      conceptualization of language learning & teaching (“My English”) and
      the adoption of a “weak” SE orientation.

A social-constructivist understanding of language learning teaching is
fully compatible with the ELF appropriation claim as recently formulated
by Seidlhofer (2011:198).                                              quote

And what is more, social-constructivism provides a theoretical foundation for
the reconciliation of two seemingly incompatible “desires”:

     Learners’ appropriation of English to fit their communicative reality

     Learners’ orientation toward Standard English



  Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   10
Appropriating English
                        to the learner’s communicative reality



“I am not advocating that descriptions of ELF should directly and uniquely
determine what language is taught in the language classroom [...] So it would ,
in my view, be pedagogically as pointless to prescribe a set of ELF forms as a
set of ENL forms in dissociation from their function. What really matters is
that the language should engage the learners’ reality and activate the
learning process. Any kind of language that is taught in order to
achieve this effect is appropriate, and this will always be a local
decision. So what is crucial is not so much what language is presented as input
but what learners make of it, and how they make use of it to develop the
capability of languaging.”

[Barbara Seidlhofer (2011). Understanding English as a Lingua Franca. OUP, p.198]




  Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   11
ELF in the foreign language classroom

Focus on raising awareness for LF manifestations of English
      to increase tolerance for others and for oneself

Focus on developing ELF-specific comprehension skills
      to get accustomed to NNS accents and “messy” performance

Focus on developing ELF-specific production skills
      to improve pragmatic fluency and strategic skills for accommodation
      and collaborative negotiation of meaning in intercultural ELF situations

Focus on developing the learners’ sense of ownership (“agency”)
      to ensure speaker satisfaction and self-confidence                                 [Albl-Mikasa 2009]

                 Exposure to a wide variety of ELF speakers


                                                                                                                        ?
                 Focus on form within communicative tasks
                 (with a weak SE orientation)
                 Communicative participation in an authentic speech fellowship
                 or community of practice

Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   12
Liberation through communicative participation


How can “liberating” conditions be successfully implemented in the English
classroom?

     CLIL - Practice Enterprise - Creative Writing

     “Pushed output processing” / “languaging” (Swain 2006) - with
      increased speaker satisfaction as a target (instead of better compliance
      with an external norm)

     Authentic & autonomous web-based communication & collaboration

     Always with the aim to help learners’ explore and extend their own
      creativity (→ Vygotsky’s zone of proximal development)


  The overall principle is to acknowledge that NNS/learners of English
   are speakers of English and not merely people learning English



  Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   13
The potential of e-learning


An e-learning platform like Moodle,
  enhanced with web2 tools (e.g. forum chat, Skype, wiki, blog),
  and combined with online CLIL resources

provides a great potential for autonomous, authentic and collaborative
language learning:

  Flexible practice activities (reading, writing, listening, speaking)
    with texts, images, sound and video
  Real (online) communication & interaction
        for content and language integrated learning
        with new possibilities for “incidental” language learning



                             Blended Language Learning
                     to enhance face-to-face classroom activities

                                                                                 (→ Kohn 2009, 2012b)
Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   14
Examples from our European projects


 BACKBONE: Pedagogic Corpora for Content and Language
 Integrated Learning
     http://projects.ael.uni-tuebingen.de/backbone/moodle
     http://purl.org/backbone/searchtool                                                        TILA:
                                                                                                Tele-
 PELLIC: Practice Enterprise for Language Learning and                                         collaboration
 Intercultural Communication
                                                                                                for
     http://projects.ael.uni-tuebingen.de/pellic
                                                                                                Intercultural
 icEurope: Intercultural Foreign Language Communication                                        Language
 and Learning                                                                                   Learning
     http://projects.ael.uni-tuebingen.de/iceurope/moodle                                       [starting
                                                                                                Jan 2013]
 TELF: Tübingen English as a Lingua Franca Corpus
     http://projects.ael.uni-tuebingen.de/telf



Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   15
Conclusion




 A weak version of a SE orientation enables teachers

        to see learners of English as speakers of English and not merely
           as people learning English

        to accept the learners’ “own” English, guided by their “own”
           SE orientation, pushed by their “own” communicative needs and
           identification purposes, fuelled by their “own” creativity




Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   16
References
Albl-Mikasa, M. (2009). Who’s afraid of ELF: “failed” natives or non-native speakers struggling to express
themselves? In Albl-Mikasa, M., Braun, S. & Kalina, S. (eds.). Dimensionen der Zweitsprachenforschung –
Dimensions of Second Language Research. Festschrift für Kurt Kohn. Narr Verlag, 109-129.
Dewey, M. (2012). Towards a post-normative approach: learning the pedagogy of ELF. JELF 1/1, 141-170.
Kohn, K. (2009). Computer assisted language Learning. In Knapp, K. & Seidlhofer, B. (eds.). Foreign
Language Communication and Learning. Handbooks of Applied Linguistics 6. Mouton-de Gruyter, 573–603.
Kohn, Kurt (2011). English as a lingua franca and the Standard English misunderstanding. In De Houwer, A.
& Wilton, A. (eds.). English in Europe Today. Sociocultural and Educational Perspectives. Benjamins, 72-94.
Kohn, K. (2012b). The BACKBONE project: pedagogic corpora for content and language integrated learning.
Objectives, methodological approach and outcomes. Eurocall Review, Sept 2012.
Labov, W. (1970). The Study of Non-standard English. National Council of Teachers of English.
Leung, C. (2005). Convivial communication: recontextualizing communicative competence. International
Journal of Applied Linguistics 15/2, 119-144.
Seidlhofer, B. (2011). Understanding English as a Lingua Franca. OUP.
Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In
Byrnes, H. (ed.). Advanced Language Learning: The Contributions of Halliday and Vygotsky. Continuum, 95-
108.
Widdowson, H. (2003). Defining Issues in English Language Teaching. OUP.

Also see Kohn, K. (2012a). "My English: Second Language Learning as Individual and Social
Construction" [http://youtu.be/yCfpD49YhSg]



   Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   17
Thank you




Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012   18

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Kurt Kohn 2012 My Language - My English. Towards a Lingua Franca Pedagogy

  • 1. My Language – My English Towards a Lingua Franca Pedagogy Kurt Kohn University of Tübingen Steinbeis Transfer Center kurt.kohn@uni-tuebingen.de Language Learning Media http://projects.ael.uni-tuebingen.de www.sprachlernmedien.de Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012
  • 2. The times they are a-changin’ Come gather 'round people wherever you roam And admit that the waters around you have grown And accept it that soon you'll be drenched to the bone If your time to you is worth savin' Then you better start swimmin' or you'll sink like a stone, For the times, they are a-changin‘ Words and Music by Bob Dylan You sure can add the tune Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 2
  • 3. Quo vadis ELT?  ELT regulations and practice  An exonormative SE orientation appears to be natural  Communicative EFL approaches emphasize communicative competence and a greater tolerance for deviations (particularly in CLIL)  But the overall orientation is toward SE and against endonormative processes; any deviations from SE are at best tolerated → ELT provides no “honorable” place for deviations from SE  The ELF communication argument > quote  ELF communication is successful despite deviations from SE  “Deviant” phrases and structures emerge naturally through endonormative processes of ELF development and should be accepted  Communicative success [intelligibility!] is ensured by ELF communication strategies, e.g. accommodation, meaning negotiation and ‘let it pass’ → Pedagogic implications: > quote Need for reaching out beyond “normativity” (Dewey 2012:166) Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 3
  • 4. The “ELF communication argument” ELF communication is “usually characterized by a high degree of linguacultural diversity, routinely resulting in highly variable and creative use of linguistic resources. This is wholly at odds with the characterization of language in ELT […], in which received wisdom maintains that intelligibility is norm driven (thus privileging grammatical accuracy), and that effective communication is best achieved by conforming to the arbitrarily fixed language norms of Standard varieties […].” (163) Dewey, M. (2012). Towards a post-normative approach: learning the pedagogy of ELF. JELF 1/1, 141-170 This statement has a strong sub-text:  ELF communication is highly creative, productive and effective  A SE orientation is counter to communicative success  Once we have liberated ELF speakers ad ELF communication from the fetters of SE, everything is fine Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 4
  • 5. ELF research for ELF pedagogy “One potential impact of ELF research, therefore, is a reorientation of thinking about language in the curriculum, of moving beyond the singularity that typifies current approaches in order to better encapsulate the diversity and plurality of communication.” (163) “In terms of understanding what an ELF-informed or ELF-oriented pedagogy should look like we need to engage in much more empirical [ELF] research.” (165) “ELF is relevant not so much in terms of identifying alternative sets of norms, but more in terms of enabling us to move beyond normativity.” (166) Dewey, M. (2012). Towards a post-normative approach: learning the pedagogy of ELF. JELF 1/1, 141-170 Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 5
  • 6. ELT and ELF: hostile brothers or brothers in arms?  Many ELT professionals take a negative attitude against the “ELF communication argument”  Pedagogic conservatism: they hold on to what they are familiar with  The criteria by which they judge ELF communication as successful are simply different  They do not like the “sub-text”: your SE orientation is not in sync with ELF reality (= your SE orientation is bad!)  This leads to a misunderstanding shared by many teachers  “Do you want me to teach incorrect English?” (comment by a German teacher) → Maybe not “hostile” brothers, but certainly brothers who keep a wary eye on each other’s preferences and moves → We thus urgently need to overcome this deadlock between ELT and ELF – which requires two things:  Empirical research on communicative success under ELF conditions  A re-conceptualization of a NNS’s Standard English orientation Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012
  • 7. Success in ELF communication  Evidence from ELF performance  from our BACKBONE “natural narrative” interviews http://projects.ael.uni-tuebingen.de/backbone [> corpus search > English as a lingua franca corpus]  from our TELF “Midwestern” discussions http://projects.ael.uni-tuebingen.de/telf [> TELF database DEMO]  ELF speakers creatively stretch and exploit their language resources  They engage in meaning negotiation, accommodation, and ‘let it pass’ → BUT does this mean that ELF communication a success story?  Introspective insights from TELF  More often than not, speakers are dissatisfied with their own performance (according to their own individual requirements of performance)  They are usually more satisfied with other speakers’ performance  Why should we be interested in speaker satisfaction at all?  Because it is a necessary & sufficient criterion of communicative success! Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 7
  • 8. My language – my English My emphasis on speaker satisfaction derives from the constructivist nature of all our knowledge and skills. A speaker's language is his/her own creation.  I acquire a language by developing/constructing/CREATING my own version of it in my mind, my heart and my behavior  Oriented toward my perception of the target language  Influenced by my native language, my attitudes & motivation, my goals & requirements, my learning approach, the effort I invest, and the people I talk to and want to be with  Not in isolation, but in communicative, social interaction with others The English I develop is my own. And it is inevitably different from any target language toward which it is oriented. – The social-constructivist “My English” condition – Not an option, but part of the human condition of knowledge and learning Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 8
  • 9. A non-native speaker’s SE orientation Strong version of a Learners are required to comply SE orientation with the SE (teaching) norms – the closer they get, the better An understanding of language learning as a behaviorist copying process lurks in the background Learners take SE as a model for Weak version of a orientation – they create their SE orientation own version of it An understanding of language learning as a social-constructivist process of cognitive & emotional creation Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 9
  • 10. Beyond the divide between ELT and ELF The strong version of a SE orientation tends to alienate learners from their own creativity, often resulting in frustration, anxiety, even fear.  In ELT, there is thus an urgent need for a social-constructivist re- conceptualization of language learning & teaching (“My English”) and the adoption of a “weak” SE orientation. A social-constructivist understanding of language learning teaching is fully compatible with the ELF appropriation claim as recently formulated by Seidlhofer (2011:198). quote And what is more, social-constructivism provides a theoretical foundation for the reconciliation of two seemingly incompatible “desires”:  Learners’ appropriation of English to fit their communicative reality  Learners’ orientation toward Standard English Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 10
  • 11. Appropriating English to the learner’s communicative reality “I am not advocating that descriptions of ELF should directly and uniquely determine what language is taught in the language classroom [...] So it would , in my view, be pedagogically as pointless to prescribe a set of ELF forms as a set of ENL forms in dissociation from their function. What really matters is that the language should engage the learners’ reality and activate the learning process. Any kind of language that is taught in order to achieve this effect is appropriate, and this will always be a local decision. So what is crucial is not so much what language is presented as input but what learners make of it, and how they make use of it to develop the capability of languaging.” [Barbara Seidlhofer (2011). Understanding English as a Lingua Franca. OUP, p.198] Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 11
  • 12. ELF in the foreign language classroom Focus on raising awareness for LF manifestations of English  to increase tolerance for others and for oneself Focus on developing ELF-specific comprehension skills  to get accustomed to NNS accents and “messy” performance Focus on developing ELF-specific production skills  to improve pragmatic fluency and strategic skills for accommodation and collaborative negotiation of meaning in intercultural ELF situations Focus on developing the learners’ sense of ownership (“agency”)  to ensure speaker satisfaction and self-confidence [Albl-Mikasa 2009] Exposure to a wide variety of ELF speakers ? Focus on form within communicative tasks (with a weak SE orientation) Communicative participation in an authentic speech fellowship or community of practice Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 12
  • 13. Liberation through communicative participation How can “liberating” conditions be successfully implemented in the English classroom?  CLIL - Practice Enterprise - Creative Writing  “Pushed output processing” / “languaging” (Swain 2006) - with increased speaker satisfaction as a target (instead of better compliance with an external norm)  Authentic & autonomous web-based communication & collaboration  Always with the aim to help learners’ explore and extend their own creativity (→ Vygotsky’s zone of proximal development) The overall principle is to acknowledge that NNS/learners of English are speakers of English and not merely people learning English Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 13
  • 14. The potential of e-learning An e-learning platform like Moodle,  enhanced with web2 tools (e.g. forum chat, Skype, wiki, blog),  and combined with online CLIL resources provides a great potential for autonomous, authentic and collaborative language learning:  Flexible practice activities (reading, writing, listening, speaking) with texts, images, sound and video  Real (online) communication & interaction  for content and language integrated learning  with new possibilities for “incidental” language learning Blended Language Learning to enhance face-to-face classroom activities (→ Kohn 2009, 2012b) Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 14
  • 15. Examples from our European projects  BACKBONE: Pedagogic Corpora for Content and Language Integrated Learning http://projects.ael.uni-tuebingen.de/backbone/moodle http://purl.org/backbone/searchtool TILA: Tele-  PELLIC: Practice Enterprise for Language Learning and collaboration Intercultural Communication for http://projects.ael.uni-tuebingen.de/pellic Intercultural  icEurope: Intercultural Foreign Language Communication Language and Learning Learning http://projects.ael.uni-tuebingen.de/iceurope/moodle [starting Jan 2013]  TELF: Tübingen English as a Lingua Franca Corpus http://projects.ael.uni-tuebingen.de/telf Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 15
  • 16. Conclusion A weak version of a SE orientation enables teachers  to see learners of English as speakers of English and not merely as people learning English  to accept the learners’ “own” English, guided by their “own” SE orientation, pushed by their “own” communicative needs and identification purposes, fuelled by their “own” creativity Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 16
  • 17. References Albl-Mikasa, M. (2009). Who’s afraid of ELF: “failed” natives or non-native speakers struggling to express themselves? In Albl-Mikasa, M., Braun, S. & Kalina, S. (eds.). Dimensionen der Zweitsprachenforschung – Dimensions of Second Language Research. Festschrift für Kurt Kohn. Narr Verlag, 109-129. Dewey, M. (2012). Towards a post-normative approach: learning the pedagogy of ELF. JELF 1/1, 141-170. Kohn, K. (2009). Computer assisted language Learning. In Knapp, K. & Seidlhofer, B. (eds.). Foreign Language Communication and Learning. Handbooks of Applied Linguistics 6. Mouton-de Gruyter, 573–603. Kohn, Kurt (2011). English as a lingua franca and the Standard English misunderstanding. In De Houwer, A. & Wilton, A. (eds.). English in Europe Today. Sociocultural and Educational Perspectives. Benjamins, 72-94. Kohn, K. (2012b). The BACKBONE project: pedagogic corpora for content and language integrated learning. Objectives, methodological approach and outcomes. Eurocall Review, Sept 2012. Labov, W. (1970). The Study of Non-standard English. National Council of Teachers of English. Leung, C. (2005). Convivial communication: recontextualizing communicative competence. International Journal of Applied Linguistics 15/2, 119-144. Seidlhofer, B. (2011). Understanding English as a Lingua Franca. OUP. Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In Byrnes, H. (ed.). Advanced Language Learning: The Contributions of Halliday and Vygotsky. Continuum, 95- 108. Widdowson, H. (2003). Defining Issues in English Language Teaching. OUP. Also see Kohn, K. (2012a). "My English: Second Language Learning as Individual and Social Construction" [http://youtu.be/yCfpD49YhSg] Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 17
  • 18. Thank you Kurt Kohn, “My Language – My English. Perspectives of a Lingua Franca Pedagogy”, Sprachen & Beruf Berlin, 25 Oct 2012 18