2026-09-17T03:11:33Zhttps://gredos.usal.es/oai/request

oai:gredos.usal.es:10366/1553012025-04-30T20:44:40Zcom_10366_152804com_10366_4512com_10366_3823col_10366_152805

Llurda, Enric Mocanu, Vasilica English as a lingua franca non-native English language teachers teacher awareness teacher identity This chapter will explore ways in which teachers can enhance their sense of efficacy in teaching English by deeply exploring the concept of ELF. After revising some basic concepts related to the empowerment of NNS teachers of English and the need to develop ELF awareness, it will be argued that current frameworks of teaching are constrained by limitations of two kinds: exogenous, which are due to what Phillipson (1992) labelled ‘the native speaker fallacy’; and endogenous, which are set up by self-imposed barriers, and the ones that teacher training must aim to overcome. The chapter will emphasize the importance of a change of attitude by teachers regarding ELF and NNS uses of English, and a five-stage training proposal will be devised, through which teacher-trainees should gradually develop an understanding of English language diversity and become aware of NNS uses of English in the world. Thus, ELF will eventually appear a desirable goal rather than a poor version of an idealised NS model. 2024-02-05 2024-02-05 2018-10-26 info:eu-repo/semantics/article Llurda, Enric, and Vasi Mocanu. “Changing Teachers’ Attitudes Towards ELF.” English as a Lingua Franca for EFL Contexts, edited by Nicos C. Sifakis and Natasha Tsantila, Multilingual Matters & Channel View Publications, 2019, pp. 175–91. JSTOR, https://doi.org/10.2307/jj.22730555.14 978-1-78892-176-3 (hbk) http://hdl.handle.net/10366/155301 10.2307/jj.22730555.14 eng https://doi.org/10.2307/jj.22730555.14 info:eu-repo/semantics/closedAccess Multilingual Matters