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

• Şebnem Yalçın ^[1] ; Yasemin Bayyurt ^[1] ; Benan Rifaioğlu Alahdab ^[2]
  1. [1] Boğaziçi University

     Boğaziçi University

     Turquía

     
  2. [2] Middle East Technical University

     Middle East Technical University

     Turquía

     
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 74, Nº 4, 2020, págs. 387-397
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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’ CLIL 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.