CHOOSING A LINGUA

FRANCA APPROACH
Cruz Martnez Isamara Martinez Sandoval Karla
Escorza Ortiz Beatriz Getzabel
Gabriela

Fragoso Tellez Jhoanna Karina

Martinez Osorio Teresa Eridani

Islas Santos Olga Estefania

Quintanar Ruiz Edher Gonzalo

Lazcano Franco Lisset

Roman Reyes Brenda Aylin
Monserrat
The Lingua Franca
Approach
Interaction between speakers of English
as a Lingua Franca.
Regional or International.
It could be advantageous for Teachers
and Students.
It would need 3 main aspects.
 FIRST STRAND

The students would need to be alerted to which linguistic features ause

particular problems of mutual intelligibility.

Jenkins work of the phonology of international English is of particular

pedagogic value.
Lingua Franca Core EIL to garantee the mutual intelligibility of their accents.
A list of segmental and non-segmental features to alerts learners to features of
pronunciation.

Problems of intelligibility in lingua franca interactions.

 SECOND STRAND
The curriculum would
need to focus on how
cultures differ and the
implications of such
differences for cross- THIRD STRAND
cultural communication.
Students would need to be
taught the communicative
strategies that aid
successful cross-cultural
communication.
 STRATEGIES

Linguistic and sociolinguistic norms and a range range of repair strategies.

To face misunderstanding
To cooperate and collaborate to present the fact of participants.
 Adopting a lngua franca approach would provide the advantages to both
teachers and students outlined above for the adoption of an endonormative
nativised model.

Neither teachers nor students would be asked to aim for an unattainable or

inappropriate model.

The adoption of a lngua franca approach also advantages teachers and

learners because the focus and aim of English language teaching shifts.

In aiming to teach and learn English in ways that would allow for effective
comuniation across linguistic and cultural boundaries the focud of the
classroom moves from the adquisition of the norms associated with a
standard model to a focus on learning linguistic features, cultural
information and communicative strategies that will facilitate
communication.
 This approach can also be termed a bilingual approach
Bilingualism needs to be seen as a normal, rather tan special
condition
L2 and bilingual users should be judged against L2 and bilingual
standards.
Speakers of regional varieties of English should be judged against
the standards of the varieties they speak.
Teaching of English should be framed within the goal of creating
bi- and multilingual citizens.
Schools are very significant contributors to wards bilingualism in
Europe.
Avoiding adopting a native speaker model means that
bilingualism in English does not need to equate with learning
about British or American culture.
English can also provide a medium for the study of many different
cultures.
 It
accommodate
s cultural
conventions.

Advantages
of an ELF or
bilingual
It
approach
accommodates
pragmatic norms
that differ from
Anglo-American
norms.
Chinese speakers preferer giving reasons or justifications for a request
before making the request, while native speakers prefer to make the
requests and then provide justifications for it.

This request pattern preference is shared by many other cultures in

East and South-East Asia.

These 'norms are

culturally appropriate for
the learners, as they will,
entirely or mostly, be
communicating with
people from the region
 CONCLUSION

This focus on cross-cultural communication inhert in an bilingual

approach.

Supports Bamgboses call that Communication across world

Englishes has to be seen in terms of accommodation between codes
and in a multilingual context.