ELF awareness in a Phonetics and Phonology course: exploring English language ideologies in teacher education
DOI:
https://doi.org/10.35588/ayr.v7i1.7302Keywords:
English as a lingua franca, ELF-awareness, language teacher education, pre-service teachers, language ideologiesAbstract
Language ideologies are omnipresent in English language teaching and English teacher education. They reflect societal beliefs and practices about language use, learning, and teaching, often reflecting the power of Inner Circle English varieties and native English speakers. These ideologies do not reflect the reality of English in a globalized world and perpetuate discriminatory practices against non-native speakers of the language. English as a lingua franca (ELF) challenges those dominant discourses allowing for more pluricentric and diverse linguistic and educational frameworks. This study reports the findings of an exploratory case study conducted in a pre-service teacher education course on English Phonetics and Phonology in Colombia. The course was designed with an ELF awareness approach. Data gathering included virtual in-class participant observations, class video recordings, and individual semi-structured interviews to explore pre-service teachers’ ideologies about English. Findings show that participants transformed their language ideologies by embracing the pluricentric nature of English and questioning the existence of standard English. However, they upheld some of their ideas about English language proficiency. The study highlights the need to introduce ELF- awareness in the language training of pre-service English teachers to foster their critical reflection and agency as future ELT professionals.
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