<abstract xmlns="http://www.w3.org/1999/xhtml"><p>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.</p></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.

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

Englishes in Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

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...

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

Data publikacji: 23 lut 2019

Zakres stron: 50 - 78

DOI: https://doi.org/10.1515/eip-2017-0003

Słowa kluczowe
ELF, Brazil, pre-service/in-service teachers, attitudes and beliefs towards ELF, pedagogical implication

© 2017 Alessia Cogo et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

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

Data publikacji: 23 lut 2019

Zakres stron: 50 - 78

DOI: https://doi.org/10.1515/eip-2017-0003

Słowa kluczoweELF, Brazil, pre-service/in-service teachers, attitudes and beliefs towards ELF, pedagogical implication

© 2017 Alessia Cogo et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
ELF, Brazil, pre-service/in-service teachers, attitudes and beliefs towards ELF, pedagogical implication