Earlier projects included investigations into intelligibility and accommodation in English lingua franca communication see monograph , and attitudes and identities towards and among ELF users see monograph. Since then my research interest has turned to English language policy in higher education, and the implications of the spread of English and use of ELF for international and home students in both British universities and English medium universities in Europe and East Asia. I am currently co-directing a 3-year cross university project together with Prof Anna Mauranen University of Helsinki , which is exploring orientations to English language use across several universities in the UK, Europe, and East Asia. See www. Exploring the implications of ontologies of the language for learning, teaching, and assessment. York St John University, June
|Published (Last):||8 February 2018|
|PDF File Size:||8.76 Mb|
|ePub File Size:||14.20 Mb|
|Price:||Free* [*Free Regsitration Required]|
Jenkins is one of the most prominent figures in ELF scholarship, and has published numerous books and articles on the topic. You can find her full biography below the interview.
Is this the right way of thinking about ELF? No, this is completely wrong. In the earliest days of ELF research, before we had sufficient empirical evidence, we did believe that it would be possible to describe the English use of speakers from the non-mother tongue and non-postcolonial English-speaking countries in similar ways to the latter.
According to this notion, speakers from the same first language background have a certain amount in common in their English because of their shared first language. But how their English develops depends entirely on who they communicate in English with, and the majority of their interlocutors will be speakers of other languages than their own.
Hence, the English of one first language speaker of, say, Korean, may be very different from that of another first language speaker of Korean simply because they communicate with different constellations of other first language speakers. McKay , p. Do you agree? If so, what are the practical implications of ELF scholarship for English teachers?
In other words, how do we teach ELF? At the moment, we still need much more empirical information about how ELF used in a wide range of contexts and among speakers of a wide range of different first languages.
But McKay is certainly right, in my view, that an ELF pedagogy will need to be very different from traditional foreign language pedagogy. For example, it will need to focus far more on diversity across speakers and on accommodation skills adjusting your language to make it more relevant for your particular interlocutors at that moment, including avoiding local idiomatic language , and will also involve the use of languages other English, and so will advantage multilingual ELF users, whereas in the past it has been native English speakers often monolingual who have been considered the most advantaged in ELF communication.
When it comes to ELF, I do believe there is room — lots of room — for course books that promote the kinds of intercultural learning and awareness that will facilitate ELF communication.
I think this is already happening. Native English speakers begin to become more aware of the ideological issues involved in the spread of English. Why not? Yes, definitely. ELF is already mentioned on these teacher training courses Dewey has written about this. In a recent article, Kumaravdivelu , p. This is a very big question. But in my view, if ELF was more widely accepted, non-native English speakers would gain substantially in status — and the opposite for native English speakers.
In the days of empire, the natives were the indigenous populations and the term itself implied uncivilized, primitive, barbaric, even cannibalistic. But as native speakers lose their linguistic advantage, with English being spoken as an international language [i. Only this time the opposite group will be on the receiving end. The Phonology of English as an International Language. Oxford University Press, p. Fifteen years later, I think this is happening. Thanks again for agreeing to do this interview.
Want to learn how to teach English as a Lingua Franca? Get this FREE checklist, so you can easily start teaching English for global communication starting tomorrow. She is also the author of a university course book, Global Englishes, Routledge , 3rd ed. Show this post some love. Share it with colleagues. Share on facebook.
English as a Lingua Franca – interview with Jennifer Jenkins
Global Englishes: A Resource Book for Students
World Englishes: A Resource Book for Students (Routledge English Language Introductions)