Yazar "Deniz, Esma Biricik" seçeneğine göre listele

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    Defining ELF as a sociolinguistic concept and a pedagogical perspective
    (Peter Lang AG, 2020) Kemaloglu-Er, Elif; Deniz, Esma Biricik
    [No abstract available]
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    ELF-aware pre-service teacher education: practices and perspectives
    (Oxford Univ Press, 2020) Deniz, Esma Biricik; Kemaloglu-Er, Elif; Ozkan, Yonca
    English as a lingua franca (ELF) is a recent paradigm in ELT which acknowledges non-native varieties in their own right and NNSs as having their own unique characteristics rather than assessing them against an NS benchmark. Despite the changing needs of today's English language learners, there is little research on how to integrate ELF into pre-service teacher education programmes and English language teaching practice since there is a theory-practice gap due to lack of clear pedagogical descriptions and concrete classroom-driven data. This study presents an intensive educational model for pre-service teachers aiming to raise their awareness of the pedagogy of ELF, synthesizing theory with practice. It investigates how prospective teachers exposed to the ELF-aware teacher education model integrated ELF into their teaching and their viewpoints about the process. The entire process has been reported to contribute significantly to the participants' professional development as well as presenting several challenges.
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    INTEGRATING ELF-AWARE PEDAGOGY INTO ENGLISH CLASSES: Practical ideas and hands-on practices
    (Taylor and Francis, 2023) Kemaloğlu-Er, Elif; Deniz, Esma Biricik; Özkan, Yonca
    This chapter showcases through relevant lesson plans ways that English as a Lingua Franca (ELF) can be integrated into the pedagogy of English language teaching. ELF, referring to communication among speakers from diverse lingua-cultures, has become a dynamic social reality globally recognised by millions of speakers for the last decade. Bayyurt proposes a model for language education in the Turkish socio-cultural context promoting McKay’s principles of a socially sensitive pedagogy. According to this model, language curricula should correspond to the local linguistic ecology and the diversity of English varieties through presenting second language interactions. The linguistic, cultural and functional diversity of English used as the global franca makes it necessary that we revisit our pedagogical practices and redesign them to embrace the Englishes of diverse users. Practitioners may use the lesson plans in the same format in their educational settings, if appropriate, or adapt them. © 2024 selection and editorial matter, Éva Illés and Yasemin Bayyurt.