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    English as a lingua franca defined by pre-service teachers: insights from theory and practice
    (Walter De Gruyter Gmbh, 2021) Kemaloglu-Er, Elif; Bayyurt, Yasemin
    Despite the sheer reality of English used as a lingua franca in and outside L2 English classrooms, many teachers are still unaware of the concept of English as a lingua franca (ELF), which makes integration of ELF awareness into teacher education essential. This study presents an ELF-aware education model for pre-service teachers and analyses the definitions of ELF made by the pre-service teachers exposed to this model before, during and after their training and documents the ways they changed, if any. The data were collected by an open-ended questionnaire and semi-structured interviews which were thematically analysed. According to our findings, ELF conceptualizations reveal increased awareness. Perceptions of ELF changed from a global concept to a communicative construct and ultimately to a humanistic pedagogical perspective accepting non-native users of English with their own variability. The data imply the evolving roles of the participants from (i) outsiders to ELF to (ii) ELF-aware users and owners of English and ultimately to (iii) potential ELF-aware practitioners and disseminators of ELF knowledge. With variability of definitions and implied roles changing at each phase of the training, the ELF-aware pre-service teacher education model has proved to be effective in making the participants increasingly aware of the ELF concept.
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    IMPLEMENTATION OF BLENDED LEARNING IN ENGLISH AS A LINGUA FRANCA (ELF)-AWARE PRE-SERVICE TEACHER EDUCATION
    (Anadolu Univ, 2022) Er, Elif Kemaloglu; Bayyurt, Yasemin
    Blended learning which synthesizes face-to-face instruction with distance education opportunities in educationally meaningful ways aims to take advantage of the affordances of both genuine and virtual types of teaching and ubiquitously equip learners without the limitation of time and space. Blended learning has been integrated into several pre-service teacher education courses to soundly cultivate teacher candidates with the efficient use of online and class time. Yet, to date, there has been no research on the use of blended learning in English as a lingua franca (ELF)-aware pre-service teacher education. This study aims to introduce an intensive blended learning model devised to raise ELF-awareness of pre-service teachers via critical reflection and investigate its effectiveness through their views. The data were collected by a questionnaire with closed and open-ended items and semi-structured interviews and analyzed via quantitative and qualitative analysis. The findings showed the blended learning model was rated to be effective in raising ELF-awareness of the participants. The advantages of the model were also reported along with challenges and the ways to address them. Overall, the results indicate a high level of satisfaction about the model and it is suggested blended learning be used in pre-service teacher education contexts.
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    IMPLEMENTATION OF BLENDED LEARNING IN ENGLISH AS A LINGUA FRANCA (ELF)-AWARE PRE-SERVICE TEACHER EDUCATION
    (Anadolu Universitesi, 2022) Kemaloglu, Elif; Bayyurt, Yasemin
    Blended learning which synthesizes face-to-face instruction with distance education opportunities in educationally meaningful ways aims to take advantage of the affordances of both genuine and virtual types of teaching and ubiquitously equip learners without the limitation of time and space. Blended learning has been integrated into several pre-service teacher education courses to soundly cultivate teacher candidates with the efficient use of online and class time. Yet, to date, there has been no research on the use of blended learning in English as a lingua franca (ELF)-aware pre-service teacher education. This study aims to introduce an intensive blended learning model devised to raise ELF-awareness of pre-service teachers via critical reflection and investigate its effectiveness through their views. The data were collected by a questionnaire with closedand open-ended items and semi-structured interviews and analyzed via quantitative and qualitative analysis. The findings showed the blended learning model was rated to be effective in raising ELF-awareness of the participants. The advantages of the model were also reported along with challenges and the ways to address them. Overall, the results indicate a high level of satisfaction about the model and it is suggested blended learning be used in pre-service teacher education contexts. © 2022, Turkish Online Journal of Distance Education. All Rights Reserved.
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    Project-Based and ELF-Aware Pre-Service Teacher Education in Turkey: Sample Cases of Discovery, Creativity, Interaction, and Multilingual and Multicultural Diversity
    (Taylor and Francis, 2019) Kemaloglu-Er, Elif; Bayyurt, Yasemin
    This study combines two areas of study, namely project-based learning in English language pre-service teacher education and English as a Lingua Franca (ELF) awareness. Project-based learning involves creating meaningful, real-life-based outputs by engaging in research, critical and creative thinking, and interaction with the actual stakeholders. ELF-awareness in our context refers to being conscious of the meaning of ELF and how it can be incorporated into language-learning environments. In its simplest form, ELF can be defined as the discourse produced by non-native speakers of English, typically characterized with possible deviations from the linguistic, pragmatic, and cultural norms of Standard English. Also ELF can be taken as a paradigm that acknowledges non-native speaker use and users of English in their own right rather than assess them on the basis of a native speaker benchmark. In this study, the pre-service teachers were exposed to a project-based and ELF-aware teacher education program and researched and defined ELF in their own terms, devised ELF-related lesson projects for English classes, shared them with their supervisors and colleagues, applied them in the form of peer teaching and practicum and critically reflected on the process. This chapter focuses on how this project-based ELF-aware teacher education model was applied, how the teachers integrated ELF into English lessons, and what they thought about their ELF-aware projects and the project-based program. The data were collected by classroom observations and interviews with the teachers and analyzed thematically. Highlighting different aspects of non-native speaker reality and multicultural diversity, the sample lessons are expected to contribute to the limited literature of ELF pedagogy with creative and humanistic touches. The study has also revealed the fact that the Standard English-bound attitudes and expectations of some schools and parents put great pressure on pre-service teachers willing to emphasize the multilingual and multicultural diversity in their practicum classes. Yet, this challenge has paved the way for innovative practices of ELF pedagogy, applied mostly in implicit ways. At the end of this multifaceted educational process, a great majority of participants were found to be satisfied with this project-based model aiming to raise ELF-awareness through hands-on practice comprising discovery, creativity, interaction, and multilingual and multicultural diversity. © 2020 Taylor and Francis.