Zeitschriften und Ausgaben

Volumen 5 (2022): Heft 1 (April 2022)

Volumen 4 (2017): Heft 3 (October 2017)

Volumen 4 (2017): Heft 2 (April 2017)

Volumen 4 (2017): Heft 1 (January 2017)

Volumen 3 (2016): Heft 4 (October 2016)

Volumen 3 (2016): Heft 3 (July 2016)

Volumen 3 (2016): Heft 2 (April 2016)

Volumen 3 (2016): Heft 1 (January 2016)

Volumen 2 (2015): Heft 4 (October 2015)

Volumen 2 (2015): Heft 3 (July 2015)

Volumen 2 (2015): Heft 2 (April 2015)

Volumen 2 (2015): Heft 1 (January 2015)

Volumen 1 (2014): Heft 1 (October 2014)

Zeitschriftendaten
Format
Zeitschrift
eISSN
2049-7156
Erstveröffentlichung
15 Mar 2014
Erscheinungsweise
4 Hefte pro Jahr
Sprachen
Englisch

Suche

Volumen 4 (2017): Heft 3 (October 2017)

Zeitschriftendaten
Format
Zeitschrift
eISSN
2049-7156
Erstveröffentlichung
15 Mar 2014
Erscheinungsweise
4 Hefte pro Jahr
Sprachen
Englisch

Suche

1 Artikel
Uneingeschränkter Zugang

Emancipating myself, the students and the language: Brazilian teachers’ attitudes towards ELF and the diversity of English

Online veröffentlicht: 23 Feb 2019
Seitenbereich: 50 - 78

Zusammenfassung

Abstract

A great amount of the findings in ELF research has not yet reached the regular practitioner in different parts of the world. Despite the fact that ELF research has been solidly advancing, very little has been found out about teachers’ questioning their role in the context of ELF, the global position of English, their role in possibly reproducing or resisting discourses of dominance, inequalities, hegemony, among others. This paper investigates teachers’ attitudes towards ELF, and what influences them, with pre- and in-service teachers in Brazil, the former from a public university and the latter from a prestigious language institute located in Salvador, the capital city of Bahia, Brazil. The findings have shown that regardless of the differences in experience and background knowledge, both groups have demonstrated a very positive attitude towards ELF, although many questions and doubts were brought up when it came to conceiving the teaching of ELF-oriented classes on a regular basis. At a broader level, both groups highlighted the link between an ELF-oriented pedagogy and emancipation and open-mindedness, a way of liberating the teachers from the straightjacket of traditional ELT.

Schlüsselwörter

  • ELF
  • Brazil
  • pre-service/in-service teachers
  • attitudes and beliefs towards ELF
  • pedagogical implication
1 Artikel
Uneingeschränkter Zugang

Emancipating myself, the students and the language: Brazilian teachers’ attitudes towards ELF and the diversity of English

Online veröffentlicht: 23 Feb 2019
Seitenbereich: 50 - 78

Zusammenfassung

Abstract

A great amount of the findings in ELF research has not yet reached the regular practitioner in different parts of the world. Despite the fact that ELF research has been solidly advancing, very little has been found out about teachers’ questioning their role in the context of ELF, the global position of English, their role in possibly reproducing or resisting discourses of dominance, inequalities, hegemony, among others. This paper investigates teachers’ attitudes towards ELF, and what influences them, with pre- and in-service teachers in Brazil, the former from a public university and the latter from a prestigious language institute located in Salvador, the capital city of Bahia, Brazil. The findings have shown that regardless of the differences in experience and background knowledge, both groups have demonstrated a very positive attitude towards ELF, although many questions and doubts were brought up when it came to conceiving the teaching of ELF-oriented classes on a regular basis. At a broader level, both groups highlighted the link between an ELF-oriented pedagogy and emancipation and open-mindedness, a way of liberating the teachers from the straightjacket of traditional ELT.

Schlüsselwörter

  • ELF
  • Brazil
  • pre-service/in-service teachers
  • attitudes and beliefs towards ELF
  • pedagogical implication

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