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Teachers' Views Toward the English as a Lingua Franca Perspective: A Systematic Review

International journal of society, culture & language, 2024-09, Vol.12 (2), p.1-13 [Peer Reviewed Journal]

2024. This work is published under http://www.ijscl.net/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;EISSN: 2329-2210 ;DOI: 10.22034/ijscl.2024.2015600.3261

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  • Title:
    Teachers' Views Toward the English as a Lingua Franca Perspective: A Systematic Review
  • Author: Norman, Leyla N M ; Dardashti, Amirpooya D ; Zohoor, Sara ; Graham, Keith M ; Eslami, Zohreh R
  • Subjects: English as an international language ; English teachers ; Language ; Secondary schools ; Systematic review ; Teacher education ; Teachers
  • Is Part Of: International journal of society, culture & language, 2024-09, Vol.12 (2), p.1-13
  • Description: This systematic review synthesized current research on primary and secondary school teachers' views toward the English as a lingua franca (ELF) perspective. The evolving status of English as a global language has spurred much discussion among scholars, especially in language education. The so-called native speaker was historically considered the standard model for teaching and learning English. However, this ideology has been challenged on several grounds. Efforts have been made to encourage English language teachers to take an ELF perspective. This study used a systematic review method to examine ELF education research using a conceptual framework of three dimensions: language features, English users, and learner needs. First, we examined the methodological approaches and instruments used in previous studies to examine how teachers views toward ELF perspective have been measured. Second, we report findings on teachers' views toward the ELF perspective to provide insights into its uptake in English language classrooms. The findings highlight areas needing greater attention in teacher preparation and professional development programs.
  • Publisher: Raleigh: International Journal of Society, Culture and Language
  • Language: English
  • Identifier: EISSN: 2329-2210
    DOI: 10.22034/ijscl.2024.2015600.3261
  • Source: ProQuest Central
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