ELF-AWARE TEACHING PRACTICE
INSIGHTS FROM PRE-SERVICE ENGLISH LANGUAGE TEACHERS IN A BRAZILIAN PUBLIC UNIVERSITY
Resumen
The significance of English as a Lingua Franca (ELF) in today’s sociolinguistic landscape brings forth several pedagogical implications that have not yet achieved the desired impact in the English Language Teaching agenda. Recognizing that pre-service teacher education provides a timely opportunity for prospective English teachers to find ways to bridge the gap between academic research findings and practical classroom applications, this paper – part of a PhD thesis – aims to investigate how an ELF-aware teacher education model can impact the pedagogical practices of student-teachers enrolled in the English Language and Literature program at a Brazilian public university. The study is methodologically grounded in action research and was conducted with the cooperative participation of 15 pre-service teachers throughout their enrollment in Supervised Practicum courses. Data generated from the researcher’s descriptive and reflective journal notes, as well as the Supervised Practicum reports were subjected to thematic analysis (Braun; Clarke, 2006). This study, aligned with theorizations of ELF feito no Brasil (Duboc, 2019), draws on scholars affiliated with ELF studies, including Sifakis (2007, 2009, 2017, 2018, 2021), Cavalheiro (2015, 2017), Kohn (2015, 2019), Bayyurt; Dewey (2020), and Siqueira (2020a, 2020b). The results indicate that, through immersion in a process of ELF-awareness raising, pre-service teachers adopted a set of macrostrategies that enabled the integration of this perspective into their teaching practice, aligning their experiences more closely with the emerging demands of English language teaching and learning.
KEYWORDS: English as a Lingua Franca. ELF-awareness. Pre-service English teacher education.
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