English as a Lingua Franca in Latin American Education
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Edited by:
Sonia Morán Panero
About this book
ELF researchers have been describing the dynamic and fluid ways in which multilingual speakers shape English in transcultural communication for more than two decades now. While this work seriously challenges traditional, static, and prejudiced views of English, the diverse and variable nature of its uses and users continues to be undermined in many EFL programs around the world. This is also the case in many Latin American contexts, which have been described as fertile ground for native-speaker ideology, but where the body of ELF literature is still scarce when compared to Asian and European settings. This book is the first to bring together a series of empirical studies on the implications of ELF perspectives for communicative, educational, and policy-making practices across different Latin American countries. It not only explores how ELF perspectives can inform students and educators in these settings, but also how locally emerging voices, experiences, and research traditions can help expand ELF theorising as well. The volume generates new opportunities for dialogue and global collaboration between researchers and practitioners interested in ELF studies as a critical approach to English language use and education.
Author / Editor information
Topics
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Frontmatter
I -
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Acknowledgements
V -
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Contents
VII -
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List of tables
IX -
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List of figures
XI -
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Acronyms
XIII -
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Chapter 1 Understanding English as a Lingua Franca in Latin America: Aims and points of departure
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Chapter 2 English as a Lingua Franca curriculum from a decolonial perspective
23 -
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Chapter 3 “British English is much more prestigious, everybody knows that!”: Reproducing and resisting hegemonic language ideologies in Chilean English teacher education
41 -
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Chapter 4 Introducing ELF-aware teacher education in Colombia: Voices of in-service teachers pursuing graduate studies
67 -
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Chapter 5 Metalanguaging ELF: The transformational power of students’ critical dialogic talk
91 -
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Chapter 6 Is there empowerment through ELF? Insights from the experience of Brazilian student-teachers
125 -
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Chapter 7 Interactional Pragmatics Strategies (IPS) in spoken communication: Are business language courses in the Mexican Caribbean preparing students for (B)ELF?
153 -
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Chapter 8 English language teachers’ understandings of English as an International Language or Global Lingua Franca: Comparative perspectives from Argentina, Venezuela and Ecuador
185 -
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Chapter 9 A good match for diversity and inclusion? ELF and English teaching aspirations in Mexican Higher Education
217 -
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Chapter 10 Looking back, forward, within and across
253 -
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Notes on contributors
269 -
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Index
271
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