Triggering effect of CLIL practice on English as a lingua franca awareness


YALÇIN Ş., BAYYURT KERESTECİOĞLU Y., Alahdab B. R.

ELT JOURNAL, vol.74, no.4, pp.387-397, 2020 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume: 74 Issue: 4
  • Publication Date: 2020
  • Doi Number: 10.1093/elt/ccaa044
  • Journal Name: ELT JOURNAL
  • Journal Indexes: Arts and Humanities Citation Index, Social Sciences Citation Index, Scopus, Academic Search Premier, Applied Science & Technology Source, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, DIALNET
  • Page Numbers: pp.387-397

Abstract

The present study explores whether/how CLIL practice at primary English language classrooms raises English language teachers' awareness towards their language use from an English as a lingua franca (ELF)-aware perspective. English language teachers in a CLIL program completed a survey about their classroom practice and their opinions about their English language use in the classroom. They also shared their lesson plans to showcase their everyday teaching. The findings revealed that although CLIL practice presented challenges for language teachers, their experience enabled participants to conceptualize themselves as 'competent English language users' instead of non-native English language teachers. Moreover, the findings suggested that teachers' CUL experience enabled them to become aware of the three major components of ELF awareness; namely, awareness of language and language use, awareness of instructional practice, and awareness of learning.