Abstract

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.

中文翻译：

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ELF意识的职前教师教育：实践和观点

摘要

英语作为通用语言（ELF）是ELT的最新范例，它承认非本地变种本身具有权利，而NNS具有其独特的特征，而不是根据NS基准对其进行评估。尽管当今英语学习者的需求不断变化，但由于缺乏清晰的教学方法描述和具体的课堂教学方法，理论与实践之间存在差距，因此很少有关于如何将ELF纳入职前教师教育计划和英语教学实践的研究。驱动数据。这项研究为职前教师提供了一种强化的教育模式，旨在提高他们对ELF教学法的认识，将理论与实践相结合。它研究了暴露于具有ELF意识的师范教育模型的准教师如何将ELF整合到他们的教学中以及他们对过程的看法。据报道，整个过程为参与者的职业发展做出了巨大贡献，并提出了一些挑战。