Interview with Prof. Jennifer Jenkins


We were thrilled to have the opportunity to catch up with Professor Jennifer Jenkins at the University of Southampton recently, as she inspired so much of our work at ELFpron. It’s 16 years since Prof. Jenkins published  her research leading to the creation of the Lingua Franca Core (LFC) so we decided it was time to ask her what she is researching now, and how her earlier work on pronunciation helped to inform her current work on multilingualism.

We hope this video might be a useful introduction for the teaching training classroom and anyone interested in better understanding ELF. If you are a fan of video content, check out our new page linking to all the ELFpron training videos, available to watch for free.

Many thanks to Prof. Jenkins for her time and continued support.


Live Q&A event with Laura Patsko and Martin Dewey


Today I had the pleasure of hosting a live teacher development event with my colleague at King’s College London, Dr. Martin Dewey. The topic was “Teaching English as a Lingua Franca”. Martin specialises in teacher knowledge and beliefs (particularly about language use), and I – of course – specialise in accents and pronunciation. Together, we answered questions as they came in from teachers around the world who were attending this Cambridge English Teacher event.

You can watch a video recording of this event here or by clicking on the image below:

Please note that the event begins about 6 minutes after the video begins (when the time remaining shows -33:11).

ELF - Cambridge English Teacher event

Some of the questions we attempted to answer were:

  • If not a native-speaker model, what should we refer to?
  • Isn’t “adjustment in an ELF setting” just what we’ve always known as “accommodation”?
  • How do we combat the fear of decline as English spreads and perhaps simplifies?
  • What’s the difference/Where’s the boundary between ‘misuse’ of English in an ELF context and the formation of a new English dialect?
  • What would you suggest if, during a lesson in an EFL context, a student comes up with some ‘ELF expressions’, would you accept it or disregard it or consider it a mistake?
  • Will examination boards eventually accept such variation?
  • Will globalisation definitely lead to simplification? (Will the third-person ‘s’ disappear? Will ‘th’ sounds vanish?)

If you’re a member or guest user of Cambridge English Teacher, you can also go here to read the summary and watch the trailer that were posted before the event:

Thanks to all who attended!


ELTJ book review


More books about ELF pronunciation are desperately needed, so I was very excited when I read the blurb of Jolanta Szpyra-Kozłowska’s book Pronunciation in EFL Instruction: A Research-based Approach, published by Multilingual Matters, which claims to address the following key issues:

in view of recent debates on the global spread of English and its international lingua franca role’: how to choose a pronunciation model, which pronunciation features to teach, and how to teach them.

pron bookThe author proposes her own approach, a NELF approach to pronunciation—Native English as a Lingua Franca—which she says ‘combines some ideas of ELF and EFL, and can be viewed as a kind of compromise between them’ (p. 23). I was intrigued by what this might mean but, unfortunately, the books disappoints by failing to contribute any meaningful solutions to the question of what and how to teach pronunciation to students who use ELF.

eltj70However, if you are looking for an exploration of some of these issues, check out my review of Szpyra-Kozłowska’s book in volume 70 issue 3 of OUP’s ELT Journal. You can access a longer extract on the ELT Journal site here and we will be happy to share the full text on an individual basis. Contact us here.


My English Voice


The fifth in a series of lesson materials

If you’re looking for audio resources featuring a wider variety of accents than is offered in most coursebooks, then YouTube is the place to go. This is the last in our series of five free downloadable lesson plans and worksheets based on YouTube clips, aimed at inspiring teachers to expose students to the full range of English accents in the world.

The four previous posts have all featured individual lesson plans for teachers to take into class. I would like to complete the series with something a bit different, by sharing details of my new ‘online school’ based almost entirely on… YouTube.

Self-study worksheets

There are so many interesting videos on YouTube featuring speakers from around the world that I decided it is time to create a YouTube channel of my own, to put these videos in one place. I have created self-study worksheets and answer keys for each one, with listening comprehension and vocabulary exercises, and a section aimed at raising students’ awareness of the range of accents they might hear when using English as a Lingua Franca (which I have called International English on the videos because I think this is easier for students to understand). The lessons include a sub-titled extract from each video, with a transcript of the extract on the worksheet, and students are asked to repeat what the speaker says to try and notice any differences between their own pronunciation and the pronunciation of the speaker on the video. The My English Voice website is still in the final stages of design, but should be live in a few weeks, and this will be a place for students to search lessons by topic, level, and speakers’ first language backgrounds.

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Example lesson

The lessons are aimed at learners, i.e. they are self-study materials for people to do at home, alone. However, teachers are most welcome to use them in class, and it would be great if you could show the site to any students who might be interested, even if you feel the worksheets are not appropriate for use in class. You can encourage people to join the My English Voice ‘community’ by liking the Facebook page, subscribing to the YouTube channel, and signing up to the newsletter for updates of new lessons here. And if they subscribe (for free) this is the kind of lesson they will receive:

  • A worksheet like this
  • …which goes with a video like this
  • …and when they finish, they can check their answers with an answer key like this.

YouTube live broadcast

Feedback from students who have used the worksheets suggests that they need more motivation to actually complete them! For example, some kind of deadline. So, on Saturdays at 9.00 GMT, I am hosting YouTube live broadcast ‘chats’ where students can answer the discussion question at the end of the worksheets by typing their ideas into the chatbox.

I am also experimenting with ways to make English language learning more accessible, i.e. more affordable, by hosting speaking ‘lessons’ via Skype and YouTube live broadcast on Sundays at 9.00 GMT. The idea is that students pay the price of a cup of coffee in their country, so people pay different rates based on their currency. It works like this…

  • Students message me through the Facebook page with their email address, Skype ID, and their first language (e.g. French, Farsi, Japanese, etc.).
  • After they have paid, via PayPal, I match them with another student and send them the Skype ID of their ‘speaking partner’ (of a different first language background).
  • They also receive an email with the lesson materials and a link to the YouTube live broadcast event.
  • During the lesson, students can type questions and messages into the chat box on YouTube live broadcast to communicate with the whole class, but the speaking is done just with their partner via Skype.
  • After I have demonstrated the communication exercise (i.e. an information gap activity), students call their speaking partner on Skype while I countdown the time in the YouTube chatroom.
  • When the time for the speaking activity has finished, students come back to the chatroom to share their experiences of doing the activity and reflect about how successfully they communicated. We work together as a group to think of ways they could improve.
  • Then there is another speaking exercise in the same way again, using Skype, and then feedback via the YouTube chat box.

The My English Voice course

As well as the YouTube lessons, My English Voice will also soon be launched as an ‘online school’ by offering a four-week Skype course in groups of three learners, all of different first language backgrounds. The first pilot course has just been completed, with a Russian speaker, Japanese speaker, and Farsi speaker. Here are a few details…

My English Voice course details infographic


The course aims to develop learners’ speaking and listening skills in an ELF context and, as you might expect coming from one half of ELFpron, there is a strong pronunciation focus:

Course outline

I would love to hear any suggestions or feedback, and watch this space for the launch of the website in the next few weeks. Happy YouTubing!


Thank you, Fortaleza!


Thanks to everybody who attended Laura’s plenary at the 11th ABCI conference in Fortaleza on 21 July 2016.

Here’s the full description of her talk from the conference website:

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You can watch a video of the presentation here, or by copying and pasting the following link [] into your browser:

You can download her slides by clicking the link below:

ABCI conference plenary slides – Laura Patsko 21 July 2016

And here are direct links to the things she mentioned in the presentation which are described in more detail on this website:

If you’ve got questions or comments, feel free to leave them below, or to contact Laura through the “meet and contact us” link in the navigation menu on this page.


Choosing a university


The fourth in a series of lesson materials

If you’re looking for audio resources featuring a wider variety of accents than is offered in most coursebooks, then YouTube is the place to go. This is the fourth in our series of five free downloadable lesson plans and worksheets based on YouTube clips, aimed at inspiring teachers to expose students to the full range of English accents in the world.

The lessons are suitable for Pre-intermediate level classes and above, although the audio materials could be used with Elementary classes by adapting the tasks. The discussion questions related to accents and pronunciation could also be done in students’ first language if these are too challenging at their level. The materials could be used with adult or teen classes.

Choosing a university

This one-and-a-half-minute video advertises Birkbeck, University of London, which specialises in evening university study, both part-time and full-time courses. There are five speakers who all answer the same question: “Why did you choose Birkbeck?”. The speakers’ L1 backgrounds are not given, but universities are often international environments*, and there are a range of accents in the clip.

*See Jenkins, J. (2014). English as a Lingua Franca in the International University: The politics of academic English language policy Routledge

The lesson outline

  1. Students predict the reasons someone might give for choosing a particular university.
  2. Students listen and compare their predictions to what the speakers say. Then they listen again to match photos of the speakers to sentences explaining reasons for choosing Birkbeck.
  3. Students complete a dictation exercise by listening closely to just one of the speakers. They order sentences based on what they hear.
  4. Students imagine they are going (back) to university and visiting an open day. They brainstorm ten questions they would ask to help them choose which university to attend.
  5. Finally, students focus on the range of accents in the video and brainstorm ways to avoid / deal with communication breakdown.

You can download the student worksheet here and the teacher’s notes here.

More links

Here are other YouTube clips featuring university students with a range of accents:

Durham University’s business school

Foreign students in Germany

International students at the University of Bristol

International students at Michigan State University