Implementing ELF-Informed Activities in an Elementary Level English Preparatory Classroom

Upon the advocacy of the integration of English as a lingua franca, namely ELF, into English language teaching, some scholars (Hino & Oda, 2015) have focused on its possible implications for classroom settings. Implementing ELF-informed activities in an elementary level classroom within a norm-b...

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Bibliographic Details
Published in:Multicultural learning and teaching 2020-03, Vol.15 (1)
Main Authors: Sert, Sibel, Özkan, Yonca
Format: Article
Language:English
Subjects:
Classrooms
College Students
Education
Elementary school students
English
English (Second Language)
English as an international language
English language
Foreign Countries
Language instruction
Language Proficiency
Language Usage
Learning Processes
Pedagogy
Pronunciation
Second Language Instruction
Standard Spoken Usage
Student Attitudes
Teaching Methods
Undergraduate Students
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Summary:Upon the advocacy of the integration of English as a lingua franca, namely ELF, into English language teaching, some scholars (Hino & Oda, 2015) have focused on its possible implications for classroom settings. Implementing ELF-informed activities in an elementary level classroom within a norm-based educational setting, this study aimed to enable students to experience these activities, and explore their pre and post views regarding Standard English, the concepts of "good English," and "my English." In addition, it also investigated students' preference for their educational setting after the implementation. The implementation took seven weeks and the activities were created by the researchers. Within a mixed method design, qualitative and quantitative data were collected via semi-structured interviews and two statement lists. The findings indicated that the majority of the students enjoyed the activities and their pre and post views regarding Standard English, good English and my English differ from each other. However, a substantial number of them preferred to be educated with Standard English in their language learning process. Findings also revealed that potential reasons behind this preference may be the domination of norm-based approach in their context, personal interests and prime objectives, and norm-based exams.
ISSN:2161-2412
2194-654X
2161-2412
DOI:10.1515/mlt-2018-0003