Identities in the Multilingual ELF-aware Classroom
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|154330||Identities in the Multilingual ELF-aware Classroom||2 PS/HS||Mo 14:15 - 15:45||R. 3.306||Weber|
We are faced with the many facets of globalization several times every day. This is an obvious reality not only in today’s world but in today’s classrooms as well. Our pupils bring with them rich repertoires of different languages, backgrounds, and, hence, their very own language identities. How a learner’s language identity and their multilingual repertoires can be acknowledged in an English as a Lingua Franca (ELF)-aware classroom will be a key question throughout our course. The course aims to give an overview of theoretical concepts involved, explore implications for teaching and, above all, to raise ELF-awareness in different teaching situations.
Essentially, this course offers insights into the research field of multilingualism within English as a Lingua Franca (ELF). An emphasis is placed on the role of student (and teacher) identities within the multilingual ELF-aware classroom. Initially we will look at the theoretical background of the topic including concepts such as English as a Lingua Franca, multilingualism, translanguaging, and language identity. Special emphasis then lies on the discussion of these theoretical constructs through the eyes of future English teachers. Throughout the course, students will be guided through a mini explorative task that aims to provide a deeper insight into the matter. Leading on from there, we will also discuss possible implications for multilingual ELF teaching situations that embrace learners’ language identities.
Jenkins, J. (2015) "Repositioning English and multilingualism in English as a lingua franca." Englishes in Practice 2/3: 49-85.
De Gruyter Open, available at: https://pdfs.semanticscholar.org/9e9d/ace9e6b31e5397c4e77f6b39008f54ef83a1.pdf
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