Advantages and challenges of teaching English from an ELF perspective: what do pre-service teachers think?
DOI:
https://doi.org/10.35588/ayr.v7i1.7263Keywords:
English as a lingua franca, BNCC, English language teaching, pre-service teacher education, action researchAbstract
The growing impact of English as Lingua Franca (ELF) research on educational policies, as reflected in the National Common Curricular Base (BNCC) (Brasil, 2018), presents challenges for pre-service teachers who need to be prepared to meet the new demands of English language teaching. In this context, this article analyzes the understanding of pre-service teachers in the English Language and Literature program at a public university in Bahia/Brazil regarding the advantages and limitations of teaching English from an ELF perspective. This study, part of a doctoral research project, is methodologically grounded in action research and was conducted with fifteen participants throughout their Supervised Teaching Practicum I and II courses. Data generated through questionnaires and interviews were subjected to thematic analysis (Braun & Clarke, 2006). The theoretical foundation of this research is built upon ELF scholars such as Sifakis (2007, 2014), Sifakis e Bayyurt (2018), Gimenez et al. (2015), Cavalheiro (2015, 2016), Guerra (2020) and Siqueira (2017, 2020). The results highlight that, despite the potential obstacles and challenges identified, the pre-service teachers demonstrated a willingness to integrate the ELF perspective into their future teaching experiences.
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