A new volume on ELF has just been published: The Handbook of English as a Lingua Franca (Routledge, 2017). Chapter 35, “ELF and Teacher Education” is co-authored by ELFpron’s own Laura Patsko and Martin Dewey of King’s College London.
This chapter doesn’t focus on pronunciation, but it does highlight and discuss a number of key developments in the fields of teacher education and ELF. It also presents a case study of how ELF was integrated into an internationally popular pre-service TESOL training course at a language school in central London (UK).
Click here to download a manuscript version of this chapter* – and please do comment below if you’ve read it and want to share your thoughts!
*This means that the text in this document is what was accepted for publication. It is not formatted exactly how it appears in the book – so page references, for example, will be different in the final publication.
One of the first posts published by ELFpron was about how to conduct an ELF-informed pronunciation needs analysis with a multilingual class. This environment is ideal for developing ELF intelligibility since the students in a multilingual class are, by definition, using English as their lingua franca.
The activity format is simple: students dictate sentences to each other; you listen and take notes on their pronunciation during the process; and you collect what they wrote to analyse later in more detail (with reference to the Lingua Franca Core) the students’ apparent ability to understand and be understood in an ELF context.
There are step-by-step instructions in the original post, along with examples of what students might produce, so we won’t repeat those here.
But now, we are delighted to be able to share a video of this activity being carried out in a small intermediate-level general English class – and here it is!
Many thanks to the students who volunteered to take part in this demonstration. Your participation is very much appreciated!