English as a lingua franca defined by pre-service teachers: insights from theory and practice

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dc.authoridBayyurt, Yasemin/0000-0002-3851-0888
dc.authoridKemaloglu-Er, Elif/0000-0003-1238-1018
dc.contributor.authorKemaloglu-Er, Elif
dc.contributor.authorBayyurt, Yasemin
dc.date.accessioned2025-01-06T17:37:37Z
dc.date.available2025-01-06T17:37:37Z
dc.date.issued2021
dc.description.abstractDespite 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.
dc.description.sponsorshipBogazici University [8000]
dc.description.sponsorshipWe would like to thank Bogazici University Research Fund for supporting this study under the grant number 8000.
dc.identifier.doi10.1515/jelf-2021-2061
dc.identifier.endpage259
dc.identifier.issn2191-9216
dc.identifier.issn2191-933X
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85123317744
dc.identifier.scopusqualityQ1
dc.identifier.startpage235
dc.identifier.urihttps://doi.org/10.1515/jelf-2021-2061
dc.identifier.urihttps://hdl.handle.net/20.500.14669/2302
dc.identifier.volume10
dc.identifier.wosWOS:000755370900003
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherWalter De Gruyter Gmbh
dc.relation.ispartofJournal of English As A Lingua Franca
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241211
dc.subjectELF awareness
dc.subjectELF-aware teacher education
dc.subjectEnglish language pre-service teacher education
dc.titleEnglish as a lingua franca defined by pre-service teachers: insights from theory and practice
dc.title.alternativeOrtak bir dil olarak Ingilizcenin hizmet öncesi ö?retmenler taraflndan tanlmlanmasl: kuram ve uygulama kaynakll içgörüler
dc.typeArticle

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