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“Emancipating myself, the students and the language”: Brazilian teachers’ attitudes towards ELF and the diversity of English

Cogo, Alessia and Siqueira, Savio. 2017. “Emancipating myself, the students and the language”: Brazilian teachers’ attitudes towards ELF and the diversity of English. Englishes in Practice, 4(3), pp. 50-78. [Article]

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Abstract or Description

A great amount of the findings in ELF research has not yet reached the regular practitioner in different parts of the world. Despite the fact that ELF research has been solidly advancing, very little has been found out about teachers’ questioning their role in the context of ELF, the global position of English, their role in possibly reproducing or resisting discourses of dominance, inequalities, hegemony, among others. This paper investigates teachers’ attitudes towards ELF, and what influences them, with pre- and in-service teachers in Brazil, the former from a public university and the latter from a prestigious language institute located in Salvador, the capital city of Bahia, Brazil. The findings have shown that regardless of the differences in experience and background knowledge, both groups have demonstrated a very positive attitude towards ELF, although many questions and doubts were brought up when it came to conceiving the teaching of ELF-oriented classes on a regular basis. At a broader level, both groups highlighted the link between an ELF-oriented pedagogy and emancipation and open-mindedness, a way of liberating the teachers from the straightjacket of traditional ELT.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1515/eip-2017-0003

Keywords:

ELF, Brazil, pre-service/in-service teachers, attitudes and beliefs towards ELF, pedagogical implication

Departments, Centres and Research Units:

English and Comparative Literature

Dates:

DateEvent
2017Accepted
1 October 2017Published
23 February 2019Published Online

Item ID:

26193

Date Deposited:

10 Apr 2019 08:35

Last Modified:

11 Apr 2019 10:19

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/26193

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