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EIL, ELF, Global English: Teaching and Learning Issues

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Cesare Gagliardi and Alan Maley

How can you teach the English language to global English speakers? Can English be taught as an international language? Is it worth teaching? Isn’t it more proper and profitable to learn a standard variety of English? How realistic and useful is the identification of an EIL/ELF variety? Can an EIL/ELF standard be identified? These are some of the questions the present volume has addressed with the contribution of some of the most qualified scholars in the field of English linguistics. The book is divided into four sections. The first part deals with the definition of English as an international language and English as a lingua franca. Section two takes six different teaching issues into consideration. The third section examines some learning issues and the last part of the volume debates the relationship between teacher and student in an English as a lingua franca environment.

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LUCIANA PEDRAZZINI, ANDREA NAVA The ELF of English Language Teachers 283

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LUCIANA PEDRAZZINI, ANDREA NAVA The ELF of English Language Teachers 1. Introduction This chapter reports on an exploratory study which aimed to investi- gate the use of ELF (English as a Lingua Franca) by a small group of English language teachers from different first language backgrounds working in Italian secondary schools. The study grew out of the need we have as teacher educators to find out more about the English actu- ally spoken by our trainees. It is a fact that in both their training and their working context, secondary school English teachers in Italy use English mainly to communicate with other non-native speakers of English. However, unlike not very long ago, such interactions now often involve individuals with non-Italian L1 backgrounds. Indeed, over the last ten years, the number of teachers (notably, English teach- ers) and students in Italian educational institutions who are not Ital- ian mother tongue speakers has increased considerably. The opportu- nities that trainee and practising English teachers working in Italy now have to take part in English as a Lingua Franca communicative contexts have thus multiplied. Despite recent interest in teacher language awareness (cf. e. g. Andrews 2007), however, very little appears yet to be known about the features of the English spoken by non-native English speaking EFL teachers. Studies to date have chiefly investigated ‘classroom English’, i. e. the use that teachers make of the target language in the EFL classroom when e. g. giving instructions or providing feedback to learners (cf. e. g....

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