Should the emergence of English as a lingua-franca, inform the development of an ELT teacher training course?

Abstract

New media, the internet and ease of travel in the 21st century constantly reminds us that we are living in a global village. These technologies are bringing global communities together creating the need for a common means of communication. As the English language is now the most commonly taught and spoken second language worldwide it has become a global Lingua Franca of choice. English as a global language is the; “The dominant international language of the 21st century”. (British Council, 2013) This paper will outline the importance of educating language teachers about English as a Lingua Franca. English is now; “Spoken at a useful level by some 1.75 billion people – a quarter of the world’s population”. (British Council, 2013) The English Language Teaching (ELT) industry is an important part of the global economy. It was estimated to be worth $82.6 billion globally in 2011 (Adkins, S. 2012 P3). Learners from across the globe want to learn English to access global; “Communications, science, information technology, business, entertainment and diplomacy”. (British Council, 2013) But this raises the question, what type of English should we be teaching? Who should be setting the norms of language use? This is a Dissertation by practice. The purpose of this research is to establish if; The emergence of English as a Lingua Franca should inform the development of an ELT teacher training course? In this paper the author will consider the impact of English as a global Lingua Franca. The author will establish how English as a Lingua Franca can inform ELT teacher training. The Research will identify which elements of English as a Lingua Franca English Language teaching (ELT) professionals need to be cognisant of. Applied linguistics no longer advocate one single pedagogical approach language learning (Richards, J.C. & Rodgers, T.S. 2001). Rather ELT educators are tasked with identifying learner needs and choosing the most appropriate pedagogical approach. Tailoring language teaching to specific learner needs requires extensive professional development and support for ELT professionals. The author’s research will identify if an understanding of Global English should be part of this professional development.