English as a Lingua Franca Awareness of the Pre-service English Teachers in Assessing Students’ Speaking Assignment

https://doi.org/10.19105/ojbs.v17i1.7096
Abstract views: 606 , PDF downloads: 2128
Keywords: ELF, Pre-service, Awareness, English Teacher

Abstract

The permeating use of English promotes a contact language among people from multicultural backgrounds called English as a Lingua Franca (ELF). Pre-service English teachers going to the teaching practice thus need to be aware of ELF trends to engage with their students in the classroom. This study seeks to explore the ELF awareness of the pre-service English teachers in assessing the students' speaking assessment. Twenty pre-service teachers from three geographically different universities were recruited. They were asked to establish the speaking rubrics assessment based on the given video and were invited to Forum Group Discussion (FGD) for their underlying reasons for scoring. The results indicated that University A developed ELF awareness as they demonstrated open-mindedness, tolerance, less value on errors, and emphasis on intelligibility both personally and professionally. Meanwhile, Universities B and C openly state that Native speakers’ English is the only proper English, and any other use beyond it is a defect. The discussion suggests that the different geographical locations may cause different exposures to speakers of English. The study suggests that pre-service English teachers actively explore the ongoing trend in English Language Teaching with the Faculty of Education to provide continuous support in the process.

Downloads

Download data is not yet available.

Author Biographies

Komilie Situmorang, Nursing Department, Faculty of Nursing, Universitas Pelita Harapan, Tangerang 15811

KOMILE SITUMORANG is an English Lecturer at the Faculty of Nursing, Universitas Pelita Harapan. Her research interests include English as a Medium of Instruction, English as Lingua Franca, and Pragmatic in Language Use.

Dwi Yulianto Nugroho, School of Education, Faculty of Social Sciences, University of Leeds, LS2 3AR

DWI YULIANTO NUGROHO is a Ph.D. student at the School of Education, Faculty of Social Sciences, University of Leeds. His research interests include Task-based Language Teaching, Technology Enhanced Language Learning, and English Specific Purpose.

Santa Maya Pramusita, Nursing Department, Faculty of Nursing, Universitas Pelita Harapan, Tangerang 15811

SANTA MAYA PRAMUSITA is an English Lecturer at the Faculty of Nursing, Universitas Pelita Harapan. Her research interests include Educational Psychology, Discourse Analysis, and Technology Enhanced Language Learning.

Michael Recard Sihombing, Teachers College, Faculty of Education, Universitas Pelita Harapan, Tangerang 15811

MICHAEL RECARD SIHOMBING is a Lecturer in the Teacher College, Universitas Pelita Harapan. His research interest includes Teacher Education and Technology Enhanced Language Learning.

References

Bayyurt, Y., & Dewey, M. (2020). Locating ELF in ELT. ELT Journal, 74(4), 369–376. https://doi.org/10.1093/elt/ccaa048

Chan, J. Y. H. (2021). Bridging the Gap Between ELF and L2 Learners’ Use of Communication Strategies: Rethinking Current L2 Assessment and Teaching Practices. System, 101(July). https://doi.org/10.1016/j.system.2021.102609

Cogo, A., & House, J. (2018). The Pragmatics of ELF. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge Handbook of English as a Lingua Franca (pp. 210–223). London: Routledge.

Cogo, A., & Pitzl, M. L. (2013). English as a Lingua Franca. International Journal of Applied Linguistics (United Kingdom), 23(3), 1-12. https://doi.org/10.1111/ijal.12048

Dornyei, Z. (2007). Research Methods in Applied Linguistics (Oxford Applied Linguistics). Oxford: Oxford University Press.

Him, C. Y. J. (2018). Contexts, Problems and Solutions in International Communication: Insights for Teaching English as a Lingua Franca. The Journal of AsiaTEFL, 15(2), 257–275. https://doi.org/10.18823/asiatefl.2018.15.2.1.257

Jenkins, J., Baker, W., & Dewey, M. (2018). The Routledge Handbook of English as a Lingua Franca. London: Routledge.

Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of Developments in Research into English as a Lingua Franca. Language Teaching, 44(3), 281–315. https://doi.org/10.1017/S0261444811000115

Jenkins, J., & Leung, C. (2014). English as a Lingua Franca. The Companion to Language Assessment, 4, 1604–1616.

Jeong, H., Sánchez Ruiz, R., & Wilhelmsson, G. (2022). Spanish and Swedish Pre-Service Teachers’ ELF User Attitudes Towards English and its Users. Changing English, 29(2), 189–201. https://doi.org/10.1080/1358684X.2021.2022976

Kaur, P. (2014). Attitudes Towards English as a Lingua Franca. Procedia - Social and Behavioral Sciences, 118, 214–221. https://doi.org/10.1016/j.sbspro.2014.02.029

Kaur, P., & Raman, A. (2014). Exploring Native Speaker and Non-native Speaker Accents: The English as a Lingua Franca Perspective. Procedia - Social and Behavioral Sciences, 155, 253–259. https://doi.org/10.1016/j.sbspro.2014.10.288

Kusumaningputri, R., Khazanah, D., Setiarini, R., & Sampurna, H. (2022). English as a Lingua Franca in the Eyes of Indonesian In-service Teachers: Attitudes and Beliefs. REiLA : Journal of Research and Innovation in Language, 4(1), 101–115. https://doi.org/10.31849/reila.v4i1.9538

Luczaj, K., Leonowicz-Bukala, I., & Kurek-Ochmanska, O. (2022). English as a Lingua franca? The Limits of Everyday English-language Communication in Polish Academia. English for Specific Purposes, 66, 3–16. https://doi.org/10.1016/j.esp.2021.11.002

Mason, M. (2010). Sample Size and Saturation in PhD Studies Using Qualitative Interviews. Forum: Qualitative Social Research, 11(3).

Nagy, T. (2016). English as a Lingua Franca and Its Implications for Teaching English as a Foreign Language. Acta Universitatis Sapientiae, Philologica, 8(2), 155–166. https://doi.org/10.1515/ausp-2016-0024

Seidlhofer, B. (2001). Closing a Conceptual Gap: The Case for a Description of English as a Lingua Franca. International Journal of Applied Linguistics (United Kingdom), 11(2), 133–158.

Sifakis, N. C. (2019). ELF Awareness in English Language Teaching: Principles and Processes. Applied Linguistics, 40(2), 288–306. https://doi.org/10.1093/applin/amx034

Silalahi, R. M. (2021). Nativespeakerism and World Englishes: Teachers Perception Towards Non-Native English Varieties. Journal of English Language and Culture, 11(2), 143–152. https://doi.org/10.30813/jelc.v11i2.2609

Simanjuntak, S. A., & Lien, H.-N. (2021). Toward an Understanding of Plurality: A Case Study of Teaching and Learning English as an International Language (EIL) Approach in an Indonesia Senior High School. Acitya: Journal of Teaching and Education, 3(2), 210–225. https://doi.org/10.30650/ajte.v3i2.2208

Soruç, A., & Griffiths, C. (2021). Inspiring Pre-service English Language Teachers to Become ELF-aware. RELC Journal, 1–13. https://doi.org/10.1177/00336882211001966

Wilang, J., & Siripol, P. (2021). Let’s Move It Move It: Thais’ Attitude Toward English as a Lingua Franca. Journal of Language Teaching and Research, 12(5), 716–723. doi: https://doi.org/10.17507/jltr.1205.10

Yalçın, Ş., Bayyurt, Y., & Alahdab, B. R. (2020). Triggering effect of CLIL practice on English as a lingua franca awareness. ELT Journal, 74(4), 387–397. doi: https://doi.org/10.1093/elt/ccaa044

Zoghbor, W. S. (2018). Teaching English Pronunciation to Multi-Dialect First Language Learners: The Revival of the Lingua Franca Core (LFC). System, 78, 1–14. doi: https://doi.org/10.1016/j.system.2018.06.008

Published
2023-05-29
How to Cite
Situmorang, K., Nugroho, D. Y., Pramusita, S. M., & Sihombing, M. R. (2023). English as a Lingua Franca Awareness of the Pre-service English Teachers in Assessing Students’ Speaking Assignment. OKARA: Jurnal Bahasa Dan Sastra, 17(1), 1-13. https://doi.org/10.19105/ojbs.v17i1.7096
Issue
Vol. 17 No. 1 (2023): OKARA: Jurnal Bahasa dan Sastra
Section
Articles

The journal operates an Open Access policy under a Creative Commons Attribution-NonCommercial 4.0 International License. Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.