Voicing beliefs and dilemmas from WE- and ELF-aware reflective teacher education contexts

Abstract

Abstract – The social fragmentation processes due to the recent tidal migration flows, together with the diffusion of technologies and social networks, have created new sociolinguistic environments where languages are undergoing a transformative process. As a result of increasing global mobility, the sociolinguistic reality of English, and its different realisations have become much more complex and controversial than those of other languages in the world. Issues of identity, standards, proficiency levels, intercultural communication and language relevance for English language learners and teachers, demand for a paradigmatic orientation and a reconsideration of the English curriculum, teacher education, research and classroom practice. Language teacher education is a field where, according to local contexts and to pedagogical traditions, different theoretical frameworks are being used, specific approaches adopted, course components differently combined, and teachers’ and trainers’ espoused theories and beliefs about English are often challenged. The purpose of this presentation is to describe and discuss a World English (WE) and English as a Lingua Franca (ELF)-aware approach embedded in English language teacher education courses in Italy. The adoption of such an approach elicited teachers’ awareness of changes occurring in the current status of English and induced a reflective perspective on the implications of teaching it within a moveable scenario where English teaching traditions are often challenged. The relevance of this approach will be discussed and teachers’ voices from three teacher education courses will be reported as representative of emerging dilemmas and a shift in perspective.