RT info:eu-repo/semantics/conferenceObject
T1 Global English awareness: experiencia de comunicación intercultural en el aula de inglés
A1 Muñoz Martín, Lucía
K1 English as a foreign language (EFL)
K1 English as a lingua franca (ELF)
K1 Global English awareness in EFL classroom
K1 Inglés como lengua extranjera
K1 Inglés como lengua franca
K1 Concienciación del inglés global en las clases de inglés como lengua extranjera
K1 Profesores de inglés
K1 English teachers
K1 Educación
K1 Education
K1 Lengua inglesa
K1 English language
AB This paper proposes a classroom intervention for teachers to use in their English as a Foreign Language (EFL) lessons to familiarise their students with the idea of English as a Lingua Franca (ELF). Here, Spanish students’ perceptions towards non-standard varieties of English in international contexts are investigated. The study, first of all, reveals an awareness by the majority of the participants of the need to learn to communicate better with other non-native speakers of English inside the EFL classroom. Most claim they would like their teachers to pay more attention to pronunciation in order to avoid misunderstandings, others suggest they need more exposure to non-standard varieties of English to be prepared for real-life interactions, proving that the proposed intervention raises students’ awareness towards the intercultural usage of English in global communication settings. The main objective of this paper is to show a classroom experience designed to teach Spanish students Global English, instead of the traditional Standard English, with the aim of facilitating real-life communication outside the classroom. This classroom experience aims at raising awareness towards other varieties of English which students will most likely encounter in international contexts. This classroom experience proves that students are not presented to world Englishes in their learning process, not even C1 level students, which is the second highest level of English learning according to the Common European Framework of Reference for Languages (CEFR). It is clear that this intervention raises students’ awareness and creates more intelligible English speakers who are more prepared for international communication. After seeing the potential of this short classroom experience, one could claim that a wider classroom intervention based on this experiment could result in not only aware English speakers but also more intelligible ones, prepared for international interactions in today’s era: the era of the communication. This classroom intervention could be modified to be implemented in any other EU country for common intelligibility amongst EU nations.
PB Instituto Politécnico de Bragança
SN 978-972-745-276-7
YR 2020
FD 2020
LK http://hdl.handle.net/10259/10157
UL http://hdl.handle.net/10259/10157
LA eng
NO Trabajo presentado en: V Encontro Internacional de Formação na Docência (INCTE), 2020
DS Repositorio Institucional de la Universidad de Burgos
RD 22-feb-2025