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The Integration of ELF and Sociocultural Theory via Network-Based Language Teaching
| Content Provider | Scilit |
|---|---|
| Author | Grazzi, Enrico |
| Copyright Year | 2018 |
| Description | Book Name: The Routledge Handbook of Sociocultural Theory and Second Language Development |
| Abstract | The intent of this chapter is to show language educators how possible it is to integrate innovative English as a lingua franca (ELF)-based language activities, such as collaborative creative writing and intercultural telecollaboration, into the English syllabus, in spite of the fact that the dominant pedagogical model in mainstream English language teaching is still firmly rooted in native-speakerism. This approach, which is based on a sociocultural perspective on language learning, aims at developing pedagogic practices that may respond to the challenge of language variation and change posed by the spread of English as the primary lingua franca in the age of globalization. Two research projects are presented in this study, whereby groups of volunteer high-school students from different languacultural backgrounds were interconnected via the Internet to create two communities of practice (CoPs). In this way, learners were involved in authentic intercultural communication and used ELF as an affordance to mediate meanings and carry out their tasks cooperatively. Several cases of participants’ nonstandard lexicogrammar items are analyzed in this chapter to show, for example, how cross-linguistic transfer from the learners’ mother tongue and creativity, two typical features of ELF, did not affect mutual intelligibility but rather allowed learners to communicate and fulfill their pragmatic goals. The chapter discusses fundamental issues concerning ELF-aware language education, such as the role of native-speaker language models, the assessment of learners’ ELF performance, and the role of the language teacher. Finally, it provides a teaching/learning activity model based on Vygotsky’s sociocultural theory (SCT) that can be implemented in the English classroom.This chapter is concerned with applied research into the new frontiers of English language teaching (ELT) in the digital age. It shows how cross-linguistic transfer from the learners' mother tongue and creativity, two typical features of ELF, did not affect mutual intelligibility but rather allowed learners to communicate and fulfill their pragmatic goals. The chapter discusses fundamental issues concerning ELF-aware language education, such as the role of native-speaker language models, the assessment of learners' ELF performance, and the role of the language teacher. It provides a teaching/learning activity model based on Lev Vygotsky's sociocultural theory (SCT) that can be implemented in the English classroom. The chapter focuses on the integration of ELF and SCT via network-based language teaching. The integration of ELF-based activities and network-based language teaching from the SCT perspective represents a most effective choice whenever learners are involved in authentic intercultural communication. |
| Related Links | https://content.taylorfrancis.com/books/download?dac=C2015-0-66778-X&isbn=9781315624747&format=googlePreviewPdf |
| Ending Page | 440 |
| Page Count | 19 |
| Starting Page | 422 |
| DOI | 10.4324/9781315624747-27 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2018-06-14 |
| Access Restriction | Open |
| Subject Keyword | Book Name: The Routledge Handbook of Sociocultural Theory and Second Language Development Language Studies Sociocultural Theory English Language Teaching Native Speaker Language Education |
| Content Type | Text |
| Resource Type | Chapter |
