skip to main content
Language:
Search Limited to: Search Limited to: Resource type Show Results with: Show Results with: Search type Index

Teacher perceptions of teaching and learning English as a lingua franca in the expanding circle: A study of Taiwan

English today, 2017-03, Vol.33 (1), p.2-11 [Peer Reviewed Journal]

Copyright © Cambridge University Press 2016 ;ISSN: 0266-0784 ;EISSN: 1474-0567 ;DOI: 10.1017/S0266078416000146

Full text available

Citations Cited by
  • Title:
    Teacher perceptions of teaching and learning English as a lingua franca in the expanding circle: A study of Taiwan
  • Author: Luo, Wen-Hsing
  • Subjects: Classrooms ; Communication ; Core curriculum ; Curriculum development ; English as a second language ; English as a second language instruction ; English as an international language ; Foreign language instruction ; Foreign language learning ; Interpersonal communication ; Multilingualism ; Native languages ; Norms ; Pedagogy ; Second language teachers ; Student teachers ; Studies ; Teacher attitudes ; Teacher education ; Teaching
  • Is Part Of: English today, 2017-03, Vol.33 (1), p.2-11
  • Description: This study examines Taiwanese English teachers’ perceptions of English as a lingua franca (ELF) in relation to English teaching in classrooms. The definition of ELF is: English used as a lingual medium of communication among people of different linguacultural backgrounds (Jenkins, 2009: 200). Concerning the use of English, Taiwan is regarded as a country of ‘the expanding circle’ (Kachru, 1985, 1992), where English is not an official language, but is learned as a foreign language (EFL) at school and is considered essential for international communication. In Taiwan, English has been traditionally taught as a school subject and learners rarely have opportunities to use English outside the classroom, whereas the design of English pedagogy and curricula in Taiwan, following an EFL approach, is based on native-speaker (NS) norms with the aim of helping learners achieve native-like competence (cf. Suzuki, 2011). Due to the global spread of English, the majority of users of English for international communication are non-native speakers (non-NSs) (Crystal, 1997; Graddol, 1997, 2006); non-NSs of English now outnumber their native-speaker counterparts. In the global context, second language (L2) learners of English will mostly encounter non-NSs, whose ‘Englishes’ might deviate from NS English usage. Traditional EFL approaches to English teaching, which favor NS norms, may not ‘adequately prepare’ L2 learners of English to effectively interact and communicate with speakers ‘from other English-speaking contexts’ (Matsuda & Friedrich, 2011: 332). It has become important that English curricula and instruction are designed to prepare English learners to cope with international communication in which English variations are evident.
  • Publisher: Cambridge, UK: Cambridge University Press
  • Language: English
  • Identifier: ISSN: 0266-0784
    EISSN: 1474-0567
    DOI: 10.1017/S0266078416000146
  • Source: ProQuest Central
Back to results list
INSPIRE LIBRARY - TON DUC THANG UNIVERSITY (84-028) 37 755 057 Feedback
19 Nguyen Huu Tho St. Dist.7, HCM thuvien@tdtu.edu.vn

Copyright © 2017 INSPIRE LIBRARY - TON DUC THANG UNIVERSITY

Searching Remote Databases, Please Wait