Abstract:

The complex and varied sociolinguistic reality of English today and its English as a Lingua Franca (ELF) function have important implications for English Language Teaching (ELT): a plurilithic rather than a monolithic perspective is called for, one that can make learners aware of the different roles, characteristics and contexts of use, so that they can be prepared to effectively interact with speakers of Global Englishes and in ELF contexts.

Communication strategies have been shown to have a highly significant role in ELF communication, that is characterised by negotiation and co-construction of meaning, with a range of pragmatic strategies employed to co-construct mutual understanding and to solve and pre-empt, when necessary, (potential) non-understandings, often involving the speakers’ plurilingual repertoires, too (e.g. Antonello 2022; Björkman 2014; Kaur 2009).

In this light, activities aimed at raising awareness and promoting actual use of communication strategies should be included in ELT, so that they can become an integral part of classroom practices towards the development of an effective ‘communicative capability’ (Seidlhofer 2011, 2015; Seidlhofer & Widdowson 2017) within a reconceptualised notion of Communicative Competence. This presentation will first problematize the ways in which Communication Strategies are dealt with in ELT course-books (e.g. Vettorel 2018, 2021), and will then provide examples of activities that can effectively be used to raise awareness and practise communication strategies in secondary school educational contexts. Implications for ELT material developers, teacher education and pedagogic practices will also be set forward.

References:
[1] Antonello, M. 2022. English as a Lingua Franca and Intercultural Communication: communication strategies and meaning negotiation in ELF transcultural contexts. Doctoral dissertation, University of Verona.
[2] Björkman B. 2014. An analysis of polyadic English as a lingua franca (ELF) speech; A communicative strategies framework. Journal of Pragmatics 66: 122-138.
[3] Kaur J. (2009) English as a Lingua Franca: Co-constructing understanding. Saarbrucken: VDM Verlag.
[4] Seidlhofer, B. 2011. Understanding English as a Lingua Franca. Oxford: Oxford University Press.
[5] Seidlhofer, B. 2015. ELF-informed pedagogy: From code-fixation towards communicative awareness. In P. Vettorel (ed.), New frontiers in teaching and learning English, 19–30. Newcastle-upon-Tyne: Cambridge Scholars.
[6] Seidlhofer, B., & Widdowson, H. (2017). Competence, Capability and Virtual Language. Lingue e Linguaggi, 24(0), 23–36.
[7] Vettorel, P. 2021. World Englishes, English as a Lingua Franca and ELT materials. A critical perspective. In Yasemin Bayyurt (ed.), Bloomsbury World Englishes Volume 3: Pedagogies, 59–74. London: Bloomsbury Academic.
[8] Vettorel, P. 2018. ELF and Communication Strategies: Are they taken into account in ELT materials? RELC Journal, Special Issue Teaching English as an International Language (TEIL): Realistic or Idealistic? 49/1: 58-73.

Keywords:

Global Englishes, English as a Lingua Franca, Communication Strategies, ELT materials and pedagogic practices.