The term ‘English as a lingua franca’ (ELF) is defined as “a way of referring to communication in English between speakers with different first languages” (Seidlhofer, p339, 2005).
ELF is often perceived as a ‘pidgin’ language with a simplified lexicon and grammar structures. The norms are not based on appropriateness of Standard British English or American English. Seidlhofer (2005) states that some errors made by non-native speakers did not affect on communication and therefore can be integrated into English used as a lingua franca. For instance; ELF users usually prefer the same present tense form, “You look happy and He look happy”. The grammatical error in the latter does not impede meaning. Some claim that this causes attrition in the language however, most people want to learn international language.
The number of non-native speakers of English is substantially more than native speakers (see figure 1). The majority of interactions in English takes place between non-native speakers. This situation led to a question “Whose English is it”. English thus emerges as a global language rather than a foreign language. Dubai is a good example for that. Randal and Samimi (2010) state that it is almost impossible to find a job in Dubai without English even if the primary language is Arabic. Furthermore, many magazines and newspaper are published in English.
Even native speakers feel obligation to adapt their language to ELF environment. For instance;
– Avoding using ‘zero’ instead of 0 in phone number
– Even if they are not American, they intend to use American words as they are more common around the world.
With the globolaziation of English, the language became like a melting pot in which people put words from many different dialects and regional Englishes. It is possible that a native speaker of English cannot understand part of South African English. Vocabulary is the primary reason for this since different regions are using different vocabulary or invent one according to their cultures, which normally does not exist in British English or American English. The biggest challange for teachers is to adapt themselves to this change in the language. It inevitably impacts the pedagogy.
In ELF context, native speakers are not seen as a model, a goal or a norm. Thus, ELF awareness is of great importance for English teachers. They need to adjust the instruction to cater for the needs of audience whether ESL, ELF or EFL.
Professor Jennifer Jenkins a linguist at the Centre for Global Englishes published a book called The Phonology of English as an International Language. It seeks anwers to questions, “How to teach Pronounciation in ELF classes” and “How to keep communication if a learner’s goal is not to sound like a native speaker.” She says the primary characteristic in global English is to communicate intelligibly with non-native speakers. Intelligibility here means a conversation in which both sides understand each other at a sufficient level. As a result, the researcher put forward a list of pronounciation features (Linguage Franca Core) to maintain intelligible interaction.
Lingua France Core set pronounciation standards in terms of intelligibility of interaction. For example;
– Consonants sound are essential except /θ/ and /ð/ because even if they are pronounced as /f/ and /v/, it does not bring a barrier between speakers.
– /r/ must be pronounced as in American English as it facilitates comprehension of the words.
– The use of /ə/ shwa reduces intelligibility.
Raising awareness of English as a Lingua Franca
The concept of ELF should be introducted to the students. Using statistics will give shed lights on the concept. Some important aspects;
Analyzing the needs of the students at the beginning would be wise to see whether they will use the language in ELF context or be immersed in English-speaking countries and also it provides information about the backgrounds of the students. Additionaly, students should be familiar with the different accents around the world and some distinct lexical items can be taught in the classroom.
To summarize, some implications are;
– ELF rather than EFL
– A change in the ultimate goals of English teaching: full competence rather than native like mastery
– A change in the model of the ideal speaker: the fully competent user rather than the native speaker
– A change in criteria for selection of language to be taught
– A change in criteria for content materials
For more information and resources, visit Laura and Katy’s website English as a lingua franca, a slideshare for details and do not hesitate to contact me.
References
Randall.M and Samimi.M (2010) The status of English in Dubai in English Today, 26, pp43-50
Seidlhofer, B. (2005). ‘Key concepts in ELT: English as a Lingua Franca’ ELT Journal, Vol. 59/4: 339-341
Crystal, D. (2003) English as a Global Language. Cambridge: Cambridge University Press
Jenkins, J. (2000) The Phonology of English as an International Language. Oxford: Oxford University Press
