Language education in plurilingual contexts: Challenges and perspectives within an ELF-aware approach

• Published in: Research papers in language teaching and learning Vol. 14; no. 1; pp. 50 - 65
• Main Author: Lopriore, Lucilla
• Format: Journal Article
• Language: English
• Published: Patras Hellenic Open University 01-02-2024
• Subjects: Classroom communication; Content and language integrated learning; English as a second language instruction; English as an international language; English language; Language change; Mediation; Multilingualism; Nonnative-speaking teachers; Stereotypes; Teacher education; Teaching
• ISSN: 1792-1244

The rise of ELF in an increasingly multilingual society presents a great array of challenges as regards teachers' stereotypical perspectives, generating the need to revisit teacher education both for English language teaching (ELT) and Content and Language Integrated Learning (CLIL). Multilingual classrooms require that teachers update their understanding of language in use, of the new status of English, of material development, of authenticity, and of the use of ICT and of mediation strategies. Adopting these aspects in teacher education can indeed bring about significant change in the language classroom, where the contributions of non-native teachers, as well as of their learners, may offer novel pedagogical insights. The study described in this article is partly based upon the ENRICH CRD course and two methodological courses for CLIL subject teachers using English in their classrooms, which aimed primarily at developing teachers' awareness of the role of English in communication and their multilingual classrooms. The study investigated their responses to the approach adopted and to ELF through questionnaires, lesson plans and comments in discussions among the course participants.