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Title Attitudes toward English as a Lingua Franca (ELF) and its position in contemporary English language curricula in Sweden
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Publication Date
Discipline/Department English
University/Publisher Stockholm University
Abstract As a result of various historical, political, economic and sociocultural factors, English today witnesses a unique situation as its non-native speakers represent a clear majority in the world. This has implications for the ownership of the English language as such, the linguistic rights of its speakers and the points of departure for English Language Teaching (ELT) worldwide. The study of the use of English as a Lingua Franca (ELF) challenges nativespeakerist norms through research in a wide range of linguistic fields such as lexicogrammar, phonology and pragmatics, suggesting various pedagogical alterations. Although ELF is now a prolific area of research, studies in Swedish upper secondary language education from an ELF perspective, remain a scarcity in the literature. The present paper engages in surveying teaching attitudes toward ELF in Swedish upper secondary education among Swedish and Anglophone International Baccalaureate (IB) teachers and in two contemporary syllabi, namely Swedish (ELT) and IB syllabi. The questionnaire given to the two aforementioned groups of teachers suggest that ELF-friendly teaching descriptions best suit their students even though both groups believe that teaching descriptions based on native speaker norms and varieties represent the most appropriate approach. The critical discourse analysis of the two syllabi suggests that ELF is approached in different ways in the two systems: the Swedish ELT curricula may be perceived as rather ELF-friendly because native speaker norms, deviations and errors, grammaticality and idiomaticity are almost non-existent, whereas the IB revolves around linguistic prescriptivism and native speaker norms to a larger extent. The present study argues that English language curricula in Sweden should be informed by research on ELF.
Subjects/Keywords English as a Lingua Franca (ELF); teaching attitudes; linguistic rights and representation; nativespeakerist norms; English Language Teaching (ELT); International Baccalaureate; English 7.
Language en
Country of Publication se
Record ID oai:DiVA.org:su-125589
Repository diva
Date Indexed 2017-06-16

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…precisely as the author himself puts it, “does not specifically take issue with the linguistic data offered by ELF researchers” (O’Reagan 2014: 16). Failing to proceed from criticism of concrete ELF research is a violation of one of the…

…2.2. Research on lexicogrammar, pronunciation and pragmatics It can be claimed that ELF research has been conducted within a wide range of linguistic fields offering significant results especially in lexicogrammar, pronunciation and pragmatics (…

…approached in a three-dimensional manner by addressing linguistic characteristics in texts, discursive practices, e.g. production and consumption of texts and its social practice (Fairclough 1992, cited in Bjrkman 2015). Based on time and space…

…Jorgensen and Phillips (2002: 81-87). As this CDA does not address the syllabi’s discursive practice e.g. intertextual chains, the CDA becomes simpler as the analysis is reduced to linguistic features and the discourse’s social practice. Based on…

…syllabus leaves its users with a wide space for interpretation as it does not specifically specify whether emphasis should be put on parts of the world where English is used as an L1 or parts of the world where non-natives use English. 4.1.1.2. Linguistic

…strategies Language adaptation and variation is encouraged to take place through various linguistic and paralinguistic strategies, another main theme that appears six times in form of the noun strategies in the corpus. Linguistic strategies as tools for…

…the world where English is used. (Skolverket 2011: 11– 12) 4.1.2. Identification of discursive components The main component of the discourse in EESWEC consists of linguistic reception and production/interaction and is also present in two…

…of the five explicit goals. These linguistic aspects are conveyed through items such as written, spoken, writing, production, interaction, oral and speech, which together occur 29 times, thereby representing approximately 3 % of the total corpus…

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