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Identity work and the symbolic power of language in the ELT classroom: advancing the intercultural citizenship and ELF agenda

Journal of English as a lingua franca, 2022-03, Vol.11 (1), p.117-124 [Peer Reviewed Journal]

2022. This work is published under http://creativecommons.org/licenses/by/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2191-9216 ;EISSN: 2191-933X ;DOI: 10.1515/jelf-2022-2073

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  • Title:
    Identity work and the symbolic power of language in the ELT classroom: advancing the intercultural citizenship and ELF agenda
  • Author: De Costa, Peter I
  • Subjects: Citizenship education ; English as a second language instruction ; English as an international language ; Intercultural communication
  • Is Part Of: Journal of English as a lingua franca, 2022-03, Vol.11 (1), p.117-124
  • Description: English language teaching (ELT) at the tertiary educational level provides a conducive setting for developing intercultural citizens who often engage in the use of English as a lingua franca (ELF). In singling out the significance of historicizing key incidents and social inequalities that might occur in ELT classrooms, the goal of this paper is to highlight the importance of (i) sensitizing students to the symbolic power (Kramsch 2020) of language, and (ii) understanding the complex identity work (De Costa 2016b) that often takes place in ELF interactions. Crucially, these two aspects need to be carefully considered when designing intercultural citizenship instruction.
  • Publisher: Berlin: De Gruyter
  • Language: English
  • Identifier: ISSN: 2191-9216
    EISSN: 2191-933X
    DOI: 10.1515/jelf-2022-2073
  • Source: ProQuest Central
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