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- W4386868613 abstract "In recent years, we have seen growing awareness of ELF principles and research, with extensive discussion of the relevance of ELF in all manner of educational settings. Nevertheless, it is also apparent that approaches to language awareness and analysis continue to be underscored by monolingualism and language ideologies. This paper re-examines some long-standing assumptions in language education about the perceived role of Native Speaker English (NSE), both as a pedagogic model and as a means of determining language competence. In doing so, I critically appraise the concept of emergent language, an increasingly influential idea gaining currency in language teaching methodology. As I have argued for some time now, to promote greater uptake of ELF pedagogic principles among practising language teachers, we must engage in critical discussion of the pedagogic impact of ELF in the curriculum for language teacher education. Only by facilitating the development of critical awareness can we hope to move beyond convention and enable teachers to adopt an ELF perspective. This paper is thus primarily concerned with two key questions: what do teachers need to know about language, and how do they respond to student language in the classroom? In order to address this, I will interrogate and offer alternatives to the manner in which knowledge about language is broadly oriented in language teacher education, which, when framed from an ELF perspective, is in need of substantial critical engagement." @default.
- W4386868613 created "2023-09-20" @default.
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- W4386868613 date "2023-10-10" @default.
- W4386868613 modified "2023-10-17" @default.
- W4386868613 title "Critical Engagement with Teacher Perceptions of Language and Communication" @default.
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- W4386868613 doi "https://doi.org/10.52597/buje.1363321" @default.
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