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ELF6: Applying the LFC to promote intelligibility in multilingual classrooms
Transcript of ELF6: Applying the LFC to promote intelligibility in multilingual classrooms
to promote intelligibility
in multilingual classrooms
multilingual classroom = authentic ELF
environment (Jenkins, 2000)
Using the LFC grid
Teachers' habits mostly unchanged
SGI teachers have noticed breakdowns in
their students' mutual intelligibility
existing ELF pedagogic material =
intended for bilingual teachers
who share an L1 with their students
(e.g. Walker, 2010)
Teachers need to be able to...
A grid format, featuring:
5 teachers, ranging from 1 to 12 years' experience
identify areas of overlap among several L1 backgrounds (Kelly, 2000)
recognise LFC features (Jenkins, 2000)
prepare to teach the resultant syllabus
(Bradford & Kenworthy, 1991)
12 most common L1s, filtered against the LFC
accompanying teacher's notes, limited jargon
list of suggested resources
use the LFC grid over 2 weeks to inform their pronunciation instruction
private language school in London
interviewed before and after
General approaches to pronunciation instruction
No systematic record of (un)intelligibility
Perceived relevance of ELF
Most teachers open to NNS accents
(Timmis, 2002; Jenkins, 2005)
Not planned; 'actual' prioritised over 'potential'
Difficulty identifying pronunciation issues and recognising the cause(s)
(Atkinson & Claxton, 2000)
TURN vowel; long-short vowel contrasts
"For me the best way is just to observe and see what they produce ... within a couple of lessons I can kind of see what I think they need in terms of pronunciation."
"It's more something that comes up ... I like the idea of things that emerge"
"It's the areas where I know there's mistakes, that's when I notice they're making mistakes"
"I don't normally actually plan to teach pronunciation. It's not something I ever really learnt how to do so I normally just address it in class."
"A lot of them come with wrong pronunciations ... whoever was teaching them at home did not get the right sounds correctly ...
I can understand what they're saying. But it's not the pronunciation which is in a dictionary"
Some teachers identified things that they would not notice ordinarily
Difficulty with terminology
"I used it in a way that was more kind of theoretical, for my own theory rather than directly connected to a lesson that I have done or will do ... just to keep these things in my mind."
"It was useful for helping me spot where difficulties would be, whereas before I would often just hear the same mistakes that I was aware of ... so this kind of gave me some more areas of focus"
"I don’t get it actually. ‘Word-finally’? What does that mean, ‘word-finally’?"
"I don’t know if I’ve taught [consonant clusters] before (pause) umm oh yes I probably have. Yes. (pause) Like ‘computer’ or something, dropping the ‘r’, no?"
Difficulty seeing relevance of LFC to their classrooms
Mix of EFL and ELF in one class
Very limited awareness of ELF
"I thought OK, it’s not that relevant here,
I don’t hear people talking about it much,
do I really need to know about this?"
"I think lingua franca’s ... as good as any other way of looking at pronunciation ... I don’t think you need to focus on it being lingua franca, cos it is. ... I mean if you have a mixed class, mixed nationalities, then lingua franca stuff’s gonna be happening anyway."
"In meetings it’s often mixed nationality but ... more often than not, there’s an English-speaking person that’s influencing them in some way to improve.."
"It’s more about helping communication between people happen, and not just helping one person ‘sound right’, whatever ‘right’ means."
Need to focus on praxis:
from implications to applications
LFC perceived as quite esoteric