ELF-aware pre-service teacher

Downloaded from https://academic.oup.com/eltj/advance-article/doi/10.1093/elt/ccaa040/5894856 by University of Western Ontario user on 24 August 2020

education: practices and
perspectives
Esma Biricik Deniz, Elif Kemaloglu-Er, and
Yonca Ozkan

English as a lingua franca (ELF) is a recent paradigm in ELT which

acknowledges non-native varieties in their own right and NNSs as having
their own unique characteristics rather than assessing them against an NS
benchmark. Despite the changing needs of today’s English language learners,
there is little research on how to integrate ELF into pre-service teacher
education programmes and English language teaching practice since there is a
theory–practice gap due to lack of clear pedagogical descriptions and concrete
classroom-driven data. This study presents an intensive educational model for
pre-service teachers aiming to raise their awareness of the pedagogy of ELF,
synthesizing theory with practice. It investigates how prospective teachers
exposed to the ELF-aware teacher education model integrated ELF into their
teaching and their viewpoints about the process. The entire process has been
reported to contribute significantly to the participants’ professional development
as well as presenting several challenges.

Introduction The phenomenon of English as a lingua france (ELF) and ELF research
have reached the point where a substantial reassessment of common
beliefs and assumptions is required regarding many aspects of ELT
practices with a view to addressing the impact and implications of the
global spread of ELF on pedagogy. Yet, as Dewey (2012) emphasizes,
such a major change in pedagogy may create controversy, unease, and
accordingly resistance among practitioners. On the one hand, they feel
responsible as educators to meet their learners’ immediate needs as
language users. On the other hand, responding to these needs has to be
in line with their institutional responsibilities, which are predominantly
based on norm-bound approaches of the language. Seidlhofer (2008) has
also indicated that teachers should replace their normative mind-sets in
light of ELF research. Nevertheless, it should be noted that responding
to the ELF phenomenon in teacher education is likely to be a challenging
process due to the difficulty of managing change in pedagogy (Matsuda
2009), the incompatibility between teaching policy, teacher education and
ELF, established institutional practices, and strong resistance to change

ELT Journal; doi:10.1093/elt/ccaa040  Page 1 of 10

© The Author(s) 2020. Published by Oxford University Press; all rights reserved.
 by key stakeholders (Sifakis 2014). However, it is also worth noting that
this kind of change can only be accomplished by working with teachers
themselves, who are the key stakeholders in incorporating ELF into
pedagogy. Accordingly, this process can only be managed by making

Downloaded from https://academic.oup.com/eltj/advance-article/doi/10.1093/elt/ccaa040/5894856 by University of Western Ontario user on 24 August 2020

the relevant ELF-aware reconfigurations in language teacher education
programmes—what we mean by ELF-awareness is the process by which
teachers understand various aspects of ELF and relate their understanding
of ELF and its implications to their own teaching context.
So far, there have been few studies where ELF-aware teacher education
courses or modules have been designed and ELF-related opinions of the
teachers participating in them have been investigated (Dewey 2012, 2014,
2015; Bayyurt and Sifakis 2015; Blair 2015; Vettorel 2016). Furthermore,
all these studies have been conducted with experienced in-service teachers;
there has been a research gap about actual ELF-aware classroom practices
of English language teachers. ELF-related studies with pre-service teachers
in the literature have investigated these teachers’ attachment to NS norms
by exploring their perceptions (Öztürk, Çeçen, and Altınmakas, 2010;
Coskun 2011; Illes, Akcan, and Feyer 2013; Azuaga and Cavalheiro 2015),
and practicum teaching processes (Illes, Akcan, and Feyer 2013). There
are also relatively few studies on pre-service teachers’ opinions on ELF
and/or the pedagogy of ELF (Öztürk, Çeçen, and Altınmakas 2010; İnal
and Özdemir 2015) and the necessity to make it a part of English language
teacher education programmes (İnal and Özdemir 2015).
Thus, the field of ELF-aware pre-service teacher education remains
largely underexplored and there are no studies in which an ELF-aware
pre-service teacher education model has been applied and participants’
ELF-related teaching practices and opinions have been investigated. This
makes the development and investigation of novel language teacher
education models, and tests of these models’ effectiveness, necessary. This
study, as an initial attempt to fill these gaps in the field, aims to build an
educational framework for pre-service teachers to raise their awareness
of ELF and ELF-aware pedagogy and analyse their ELF-aware teaching
practices along with their reflections on participating in this teacher
education model.

ELF-aware teacher Considering the current status of English and the needs of today’s
education model language learners, there is a necessity to develop a more critical pedagogy
enabling teachers to become aware of the sociolinguistic realities of their
own context and accordingly make the changes necessary to develop their
context-specific language pedagogy.
In their ELF-aware teacher education model, Bayyurt and Sifakis (2015)
highlighted the importance of making teachers conscious of their
assimilated convictions about communication, literacy, teaching, learning,
native and non-native speakers, and of their perceived role as custodians
of Standard English (SE). The underlying intent and the core of the
model is to help teachers become aware of (a) principles that arise from
ELF research and (b) how these principles might have a bearing on their
own teaching context (Bayyurt and Sifakis 2015). This framework does
not necessitate that teachers should completely and immediately change

Page 2 of 10 Esma Biricik Deniz, Elif Kemaloglu-Er, and Yonca Ozkan

 their perspectives; rather it aims to enable teachers to become aware
of the complex issues and debates that ELF research raises and their
implications for language pedagogy and communication.

Downloaded from https://academic.oup.com/eltj/advance-article/doi/10.1093/elt/ccaa040/5894856 by University of Western Ontario user on 24 August 2020

Being involved in an ELF-aware process requires one to actively engage
in the information received and co-construct ELF-related notions
(Bayyurt and Sifakis 2015). Sifakis and Bayyurt (2018) point out that
getting to know ELF means changing as teachers, which in time results
in teacher ‘growth’, ‘improvement’, and ‘development’. However,
change is never easy and straightforward; rather it is gradual. Over the
course of ELF-aware teacher education process, teachers engage in ‘a
reflective journey’ which triggers them to enhance their awareness of,
challenge, and critically reflect on their deeply rooted assumptions about
language pedagogy and communication. The whole process is based
on three phases: exposure, critical awareness, and action plan (Sifakis and
Bayyurt 2018; Sifakis 2019). The first phase aims to develop teachers’
understanding of the multiplicity and complexity of English in today’s
globalized world. Teachers are presented with theoretical knowledge,
through readings and examples of successful and pragmatically competent
interactions involving NNSs. This theoretical phase is then followed by
practice-based phases. In the critical awareness phase, teachers apply
the knowledge they acquire in the previous phase to their own teaching
context. The final phase, which is the action plan, comprises planning,
teaching, and evaluating. First, teachers plan instructional activities which
may reflect their ELF-awareness in context-specific situations. Following
this, they perform their action plan in their teaching contexts and see how
their ELF-awareness relates to their context-specific language pedagogy.
Finally, it is time for them to evaluate and reflect on their experience of
their participation in the process on their own and with the assistance
of their colleagues. The ultimate goal of the model is to raise ELF-aware
pedagogues competent enough to incorporate ELF into their teaching
situations in a way that is appropriate and context sensitive. The model,
intended mainly for in-service teachers, has in this study been adapted
to pre-service teacher education. Given that there is lack of pedagogical
descriptions and classroom-driven data in the field of ELF-aware pre-
service teacher education, this study proposes a novel model specifically
designed for teacher candidates who are inexperienced in the field, which
aims to empower them through ELF-related critical reflections, reflective
interactions, and peer teaching and practicum practice.
This model, adapted to pre-service teacher education context, was
developed considering novice teachers’ lack of knowledge and experience
about ELF pedagogy. The whole process took two academic terms, a total
of 28 weeks, in which the participants were exposed to intense ELF-related
theory and practice. The first term comprised theoretical training during
which the teacher candidates were presented with ELF-focused readings
and critically reflected on them via self-reflections through journals
and collective reflections in face-to-face and online sessions. The main
targeted themes of the theoretical training involved the global character of
English, native speakerism, intelligibility and ownership issues, and ELF
as a sociolinguistic concept and a pedagogical perspective. In the second
term, based on their theoretical background, they were expected to design

ELF-aware pre-service teacher education: practices and perspectives Page 3 of 10

 ELF-aware lesson plans for both peer-teaching and a practicum. The
peer-teaching sessions were designed to equip the inexperienced teachers
with ELF-aware simulative practices where they received supervisor
and peer feedback, and this laid the grounds for their real-life teaching

Downloaded from https://academic.oup.com/eltj/advance-article/doi/10.1093/elt/ccaa040/5894856 by University of Western Ontario user on 24 August 2020

in the practicum. This is the stage where they devised various ways of
ELF integration into classroom described below. In the practicum, they
developed ELF-integrated lesson plans on the basis of their reflections
on the peer-teaching sessions, which would suit their context. Over the
course of the practicum process, the novice teachers were guided by the
feedback and support of their supervisors and peers.
This qualitative descriptive multiple case study applies the ELF-aware
teacher education model described above to our pre-service teacher
education contexts in two state universities in Turkey. Both ELT
departments follow the curriculum, with both compulsory and elective
courses specified by the Higher Education Council. The course in the
study was arranged and conducted within the scope of an elective course
with the initiative given to the course designers. Twenty senior student
teachers who opted for the course participated in the study. Sixteen
of them were totally inexperienced in teaching and four of them had
very little tutoring experience. Ten subjects were participants in each
setting. The participants were informed about the study, procedures,
and confidentiality, and voluntarily participated in the research. The data
about the participants’ ELF-related practices and views were collected
through classroom observations, practicum journals, and in-depth
interviews. Classroom observations aimed at investigating how the
teachers implemented their ELF-aware lesson plans in the complexity of
real teaching settings. Practicum journals were used to prompt teachers to
critically reflect on their ELF-related practices. Finally, in-depth interviews
were conducted to develop a profound understanding of participants’
constructions of meanings about ELF and ELF-aware pedagogy. The
content of each instrument and the procedure followed during this
process were designed so that each data source supported the other.
A thematic analysis method was adopted to analyse and interpret the
data in this research. Accordingly, the participants’ ELF-aware teaching
practices and views were categorized and described, and the participants’
ELF-related professional status before and after the educational
programme was explored through multiple readings and iterative
analyses.

Findings This study analysed how the pre-service teachers exposed to the ELF-aware
Integration of ELF teacher education model integrated ELF into their lessons. Classroom
into pre-service observations and practicum journals displayed that the teachers attempted
teaching practices to incorporate ELF into their teaching practice as a sociolinguistic concept
and a methodological perspective. The pre-service teachers used ELF as
the content of their lessons to directly inform language learners about
the meaning and significance of ELF as a sociolinguistic notion. Through
critical reflection and discussions as well as various pedagogical aids such
as videos and readings, the teachers aimed to raise the learners’ awareness
of ELF-related issues such as the global status of English, the status of
NSs and NNSs, non-native varieties in English use, and the significance of

Page 4 of 10 Esma Biricik Deniz, Elif Kemaloglu-Er, and Yonca Ozkan

 mutual intelligibility. These attempts mostly included direct conveyance
of theoretical information and displays of NNS varieties from real life. On
the other hand, when ELF was adopted as a methodological perspective,
there was no direct reference to the concept of ELF. The teachers took the

Downloaded from https://academic.oup.com/eltj/advance-article/doi/10.1093/elt/ccaa040/5894856 by University of Western Ontario user on 24 August 2020

basic premises of ELF into consideration in designing their lesson plans
and all other classroom implementations, yet they did not use overt ways
to make the learners aware of ELF. This kind of ELF integration was,
therefore, characterized with exposure of learners to different ELF-related
elements not accompanied with explicit explanations. Examples of these
tacit implementations include video-displays of NNSs giving information
about the lesson theme, activities highlighting the cultures of different
NNSs as well as learners’ local cultures, the teacher’s intentional decisions
about not correcting the intelligible variations in learners’ speech, and
allowing reasonable use of learners’ L1 in the classroom as a non-native
asset to be used for functional purposes like meaning clarification.
As an example for the integration of ELF as a sociolinguistic concept,
the pre-service teachers made use of ELF-related research articles which
they extensively engaged in during the theoretical training. They chose
a selection of articles and made a simplified summary to help language
learners understand the core content of them. Giving language learners
those articles, the pre-service teachers held classroom discussions to
explore the lingua franca status of English and the reasons behind
their effort to learn this global language. Also, the teacher candidates
used ELF-related videos such as the informative ones in which David
Crystal talks about the global character of English as well as those
showing various NNS–NNS interactions to make learners understand
the existence of non-native variations. The language learners discussed
that those interactions are not completely based on native norms but
still successful in terms of intelligibility, which is their main objective
in communication. The learners were reported to find ELF and ELF-
related matters meaningful and realistic. They had a chance to revise their
deeply rooted assumptions about the goal of being a native-like speaker
and they were triggered to critically reflect on their views about their
English language learning goals. The findings of the practicum process
comprising the analyses of teacher interviews, practicum journals, and
researcher observations also showed that the more learners raised their
ELF-awareness, the higher self-confidence they gained as language learners
setting goals to meet the requirements of this global age. They were not
hesitant to speak English in the classroom as much as they were in the past
since they were informed that their main objective is to be intelligible in the
conversations without the necessity of speaking with a native-like accent.
The following excerpt taken from the interview data exemplifies how the
teachers reflected on the language learners’ increase in self-confidence.
We held long class discussions and what learners highlighted is that
they used to believe in the superiority of NSs in communication.
They stated they used to blame themselves as a NNS when there was
a communication breakdown with a NS but they now argue that the
problem does not always result from the speaker; it may result from the
hearer, too. We discussed that as NNSs they now feel more competent
in communication.

ELF-aware pre-service teacher education: practices and perspectives Page 5 of 10

 As an example for the integration of ELF as a methodological stance, in
one of the fifth-grade lessons, the topic was festivals around the world and
the main language skill was listening. The teacher made use of a listening
task in which three speakers, Indian, Arabic, and British, talk about one

Downloaded from https://academic.oup.com/eltj/advance-article/doi/10.1093/elt/ccaa040/5894856 by University of Western Ontario user on 24 August 2020

of the festivals special to their own culture. The pre-service teacher stated
that it was the first time that the learners had been exposed to different
accents and variations of English other than NS English and she did so
since becoming aware that such variability had great potential to raise the
learners’ confidence and belief in their own ways of speaking. In another
example, in one of the third-grade lessons where the topic was ‘weather’,
the teacher adapted the given tasks which originally contained references
and information about the weather in only NS cities and countries by
changing the cities and countries for ones in Turkey with the aim of
integrating learners’ local culture. It was obvious learners felt comfortable
and motivated dealing with tasks that included elements from their own
settings and cultures with which they were already familiar.
Our study included several other examples of ELF integration into the
class, showing multifaceted experimentations of the pre-service teachers
with ELF-aware pedagogy. The teachers also said that in an ideal ELF-
aware syllabus there must be a harmony where ELF-related resources are
tactfully employed to make the learners discover their non-native potential
and use it in a confident way.

Teachers’ Following the ELF-aware teacher education process, the teachers reflected
reflections on their participation in the ELF-aware teacher education model regarding
about their ELF- the positive impacts and challenges of their implementations through
aware teacher interviews and journals. The benefits they mentioned were grouped under
education journey the themes reflections about beliefs and attitudes towards ELT, affective and
psychological impacts, and gaining new perspectives in pedagogic knowledge.
Regarding reflections about beliefs and attitudes towards ELT, the
teachers stated that the goals they used to have both as a language
learner and a language teacher in the past were in fact unrealistic and
not meaningful considering the lingua franca status of English. As
language learners in the past, their main goal was to attain NS English
and they stated they had failed. As language teachers, their main objective
for their learners used to be attaining NS English and it was clear their
learners would fail, as well. As NNSs of English, the teachers felt close to
their students because they were walking along the same path of foreign
language learning. They were now well aware of the fact that the effort to
become NS-like is not meaningful when certain factors such as the effect
of their L1, their sociolingual background, and today’s globalized context
are considered. Thus, they were able to set reasonable goals by taking the
status of English worldwide into consideration. Below is an account of one
of the teachers on this issue:
Forcing learners to learn one Standard English and ignoring all those
variations out there is an unrealistic aim to achieve. While even in
London people may encounter different accents and different uses
of English, it is rather discriminative and unfair to impose just one
Standard English.

Page 6 of 10 Esma Biricik Deniz, Elif Kemaloglu-Er, and Yonca Ozkan

 The second advantage of the process is related to the contribution of
ELF to the participants in terms of affective and psychological factors.
Getting to know ELF and ELF-related issues had a positive effect
on the participants’ psychology as NNSs. The pre-service teachers,

Downloaded from https://academic.oup.com/eltj/advance-article/doi/10.1093/elt/ccaa040/5894856 by University of Western Ontario user on 24 August 2020

who used to blindly believe in the superiority of NSs in the language
teaching profession, questioned their views and became aware of their
competencies as NNSs. They also reported that they had overcome
feelings of inferiority resulting from their assimilated beliefs about
NSs being ideal speakers. Having an ELF-aware stance was reported to
increase the teachers’ confidence in speaking English and contributed
to their fluency as the fear of ‘making mistakes’ was diminished. As
the participants commented, ELF awareness increased their speaking
motivation, made them feel freer in communications, and gave them
a sense of equity since it created space for all speakers of English and
acknowledged their existence.
The third theme emerging from the data sets was pedagogic knowledge.
The participants said that ELF enabled them to reflect on their approach of
language teaching pedagogy and that they learnt to respect and welcome
diversity in language teaching by encouraging learners not to lose their
identity and cultural background by imitating NS behaviour. ELF-aware
pedagogy was said to bring flexibility, acceptance, and tolerance to the
classroom by acknowledging the reality of the NNSs and their local
cultures and make the learning environment more humanistic and
democratic.
The participants were also asked to share the challenges they experienced
over the course of this ELF journey. The sources of challenges they
met during their ELF journey were categorized under three themes:
stakeholders, institutional practices, and language teaching materials. The first
theme suggests that the participants had to deal with several challenges
resulting from stakeholders, people who are in some ways involved in
the language education process such as school administrators, parents,
mentor teachers, and students. The participants indicated that what
all these people have in common are their fallacies about language
teaching. The teachers commented that stakeholders tended to have a
strong commitment to the traditional beliefs and attitudes about native
speakerism, NSs as the ideal teachers, and SE as the only ideal model to
be presented in language classrooms.
The second source of challenge the pre-service teachers faced were
institutional practices. They reported they wanted to adopt ELF ideology
instead of a norm-bound approach; however, they felt constrained by
institutional practices such as curricula- and exam-driven, norm-bound
accounts of language teaching and assessment. The mentor teachers the
pre-service teachers observed also felt close to the ELF perspective, but
they hesitated to follow the implications of it. They indicated that although
their learners are most of the time intelligible and able to convey their
messages, they feel obliged to correct each and every minor mistake due
the exam burden.
Language teaching materials are another source of challenge the
participants faced in their efforts to integrate ELF into the practicum.

ELF-aware pre-service teacher education: practices and perspectives Page 7 of 10

 Nearly every week, the participating pre-service teachers complained
that the materials represented only the linguistic and cultural norms of
NSs. The pre-service teachers indicated that the mentor teachers are very
dependent on the coursebooks they use as they feel the need to complete

Downloaded from https://academic.oup.com/eltj/advance-article/doi/10.1093/elt/ccaa040/5894856 by University of Western Ontario user on 24 August 2020

each and every page of it in order to fall in line with the curriculum and
guarantee that their language learners cover everything necessary to pass
the exams. Due to the mentor teachers’ reluctance and ‘resistance’ to
change or adapt the language teaching materials, the pre-service teachers
found it difficult to explain their objectives. Thus, the mentor teachers’
practices, which were shaped by traditional assumptions of SE as the
only accepted and recognized variety, hindered the pre-service teachers’
attempts to integrate ELF into the practicum. The following excerpt from a
teacher interview illustrates this issue:
We should revise the course contents, materials, coursebooks that are
used, actually the whole ELT system. Language teaching resources used
in language classes are NS-oriented. They represent only the linguistic
and cultural norms of NSs. Indeed they should introduce different
interactions including NNS interlocutors rather than emphasizing
solely NS interactions. They should also trigger intercultural awareness
by presenting a broad array of cultures from all three circles.
All these experiences the participants gained throughout the process
contributed to their professional development as ELF-aware practitioners.
Table 1 presents the participants’ reflective journey in which they
questioned their perspectives about their professional status throughout
the ELF-aware pre-service teacher education programme. As shown in
Table 1, there were signs of progress in participants’ ELF-awareness
and viewpoints about their ELF-related professional status following the
educational programme.

Conclusion Overall, the findings reveal that the ELF-aware pre-service teacher
education model implemented with senior student teachers had a
remarkable impact on the participants’ perceptions and practices
with regard to their roles as ELF-aware practitioners. The participants
were found to support the ELF perspective, yet they are aware of not
only its advantages but also its challenges, and they all attempted to

Before ELF-aware pre-service teacher After ELF-aware pre-service teacher

education programme education programme
Unfamiliarity with ELF as a Raised awareness of the ELF paradigm
concept and ELF-aware and its pedagogical implications
pedagogy
Misconceptions about the status of Reconceptualization of the underlying
NSs, NNSs, and SE premises of ELF
Deference to native norms and SE Respecting and welcoming diversity
Resistance to the notions of ELF and Embracing the notions of ELF and World
ta b l e  1 World Englishes Englishes
Participants’ Views Low self-esteem as NNSs Increased self-esteem as NNSs
about their ELF-related High anxiety about making mistakes Lower anxiety about making mistakes in
Professional Status in communication communication

Page 8 of 10 Esma Biricik Deniz, Elif Kemaloglu-Er, and Yonca Ozkan

 apply ELF-aware pedagogy in certain ways and critically reflected on
them. Thus, the data so far have revealed that the teachers are ELF-
aware in both theory and practice, and are not only supportive but also
critical of ELF. Our participants could therefore be termed ‘critical

Downloaded from https://academic.oup.com/eltj/advance-article/doi/10.1093/elt/ccaa040/5894856 by University of Western Ontario user on 24 August 2020

Acknowledgements
supporters of ELF’, which means that they support ELF-aware pedagogy
but at the same time are conscious of its drawbacks. The pre-service
teachers, who were unaware of ELF as a construct and its implications
before attending the ELF-aware teacher education programme, made
remarkable attempts to appropriately incorporate ELF into language
pedagogy. All of them reported that they were planning to implement
the ELF perspective in their own ways in their future classrooms at the
end of the training. They finally left the stage as potential ELF-aware
practitioners.
The overall findings of the implementation of this model imply that
ELF needs to be incorporated into English language teacher education
programmes worldwide not only as an awareness-raising component,
but also as an opportunity for teachers to develop critical and reflective
questioning skills. Innovations in language teaching curricula and
syllabuses in response to ELF is also a major implication of this study
for language pedagogy. Lastly, the model could be replicated in other
pre-service language teacher education contexts to see the consistency
or differences of findings in other settings. Incorporating ELF into pre-
service and in-service teacher education programmes through different
methods and models could also be investigated in future research. Only by
means of reconceptualizing current teacher education models can ELF-
aware pedagogy become a widespread approach and practice.
We would like to thank Cukurova University Research Coordination
Center, project number 10089, and Boğaziçi University Research Fund,
project number 8000, for supporting this study.
Final version received June 2020

References Lingua Franca. Basingstoke: Palgrave Macmillan,

Azuaga, L. and L. Cavalheiro. 2015. ‘Bringing new
ELT policies and ELF to teacher training courses’ in
Bayyurt and S. Akcan (eds.). Current Perspectives on
Pedagogy for English as A Lingua Franca. Berlin: De
Gruyter Mouton, 103–120.
Blair, A. 2015. ‘Evolving a post-native, multilingual
model for ELF-aware teacher education’ in Bayyurt
and S. Akcan (eds.). Current Perspectives on Pedagogy
for English as a Lingua Franca. Berlin: De Gruyter,
89–102.
Bayyurt, Y. and N. C. Sifakis. 2015. ‘ELF-aware
in-service teacher education: A transformative
perspective’ in H. Bowles and A. Cogo (eds.).
International Perspectives on Teaching English as a
117–135.
Coskun, A. 2011. ‘Future English teachers’ attitudes
towards EIL pronunciation’. Journal of English as an
International Language 6/2: 46–68.
Dewey, M. 2012. ‘Towards a post-normative approach:
learning the pedagogy of ELF’. Journal of English as a
Lingua Franca 1/1: 141–70.
Dewey, M. 2014. ‘Pedagogic criticality and English as
a lingua franca’. Journal of the Spanish Association of
Anglo-American Studies 36/2: 11–30.
Dewey, M. 2015. ‘Time to wake up some dogs!
Shifting the culture of language in ELT’ in Bayyurt
and S. Akcan (eds.). Current Perspectives on Pedagogy
for ELF. Berlin: De Gruyter, 121–143.

ELF-aware pre-service teacher education: practices and perspectives Page 9 of 10

Illes, E., S. Akcan, and B. Feyer. 2013. ‘Language
awareness of prospective English teachers in
Hungary and Turkey’ in Bayyurt and S. Akcan (eds.).
Proceedings of the 5th International Conference of
English as a Lingua Franca, May 24–26 2012. Istanbul:
Bogazici University Publications, 27–33.
İnal, D. and E. Özdemir. 2015. ‘Re/considering
the English language teacher education programs
in Turkey from an ELF standpoint: What do the
academia, pre-service and in-service teachers think?’
in Bayyurt and S. Akcan (eds.). Current Perspectives
on Pedagogy for English as a Lingua Franca. Berlin: De
Gruyter Mouton, 135–152.
Matsuda, A. 2009. ‘Globalization and English
language teaching: opportunities and challenges in
Japan’. The Language Teacher 33/7: 11–14.
Öztürk, H., S. Çeçen, and D. Altınmakas 2010. ‘How
do non-native pre-service language teachers perceive
ELF? A qualitative study’ English as an International
Language Journal Special Edition 5: 137–46.
Seidlhofer, B. 2008. ‘Standard future or half-baked
quackery: descriptive and pedagogic bearings on
the globalisation of English’ in C. Gnutzmann and
F. Inteman (eds.). The Globalisation of English and the
English Language Classroom. Tübingen: Gunter Narr
Verlag, 159–173.
Sifakis, N. C. 2019. ‘ELF awareness in English
language teaching: principles and processes’. Applied
Linguistics 40/2: 288–306.
Page 10 of 10 Esma Biricik Deniz, Elif Kemaloglu-Er, and Yonca Ozkan
Sifakis, N. C. and Y. Bayyurt. 2018. ‘ELF-aware teacher
learning and development’ in J. Jenkins, W. Baker,
and M. Dewey (eds.). Handbook of English as a Lingua
Franca. London: Routledge, 456–467.
Downloaded from https://academic.oup.com/eltj/advance-article/doi/10.1093/elt/ccaa040/5894856 by University of Western Ontario user on 24 August 2020
Vettorel, P. 2016. ‘WE- and ELF-informed classroom
practices: proposals from a pre- service education
programme in Italy’. Journal of English as a Lingua
Franca 5/1: 107–33.
The authors
Biricik Deniz Esma is a lecturer in the School of
Foreign Languages at Cukurova University. She
holds a PhD in English Language Education from
Cukurova University. Her research interests include
teacher education, ELF and World Englishes.
Email: edeniz@cu.edu.tr
Kemaloglu-Er Elif is an Assistant Professor at Adana
Alparslan Turkes Science and Technology University.
She has a PhD in English Language Education from
Bogazici University. Her research interests include
ELF and teacher education.
Email: ekemalogluer@atu.edu.tr
Ozkan Yonca is a full-time professor in the
Department of English Language Teaching at
Cukurova University. Her research interests include
teacher education and ELT methodology.
Email: yoncaca@cu.edu.tr