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Review of English as a lingua franca: Perspectives and prospects. Contributions in honour of Barbara Seidlhofer; Editors: Marie-Luise Pitzl, Ruth Osimk-Teasdale; Publisher: Mouton de Gruyter, 2016; ISBN: 9781501511226; Pages: 294

100%
Vettorel P.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 4
725-731
EN
Book review
2
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Learning and Teaching English: Insight From Research, Editors: Luciana Pedrazzini, Andrea Nava, Publisher: Polimetrica, 2012, ISBN: 978-88-7699-231-5, Pages: 354

100%
Vettorel P.
Studies in Second Language Learning and Teaching
|
2012
|
vol. 2
|
issue 3
443-448
EN
Book Review
3
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Fostering awareness of the pedagogical implications of World Englishes and ELF in teacher education in Italy

63%
Vettorel P., Corrizzato S.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 3
487-511
EN
Teacher education represents an essential step to raise awareness of the sociolinguistic changes brought about by the current pluralization of English and by its lingua franca role. Within the pre-service teacher education programs run at the Department of Foreign Languages and Literatures, University of Verona, Italy, part of the English language course focused on issues related to World Englishes (WE) and English as a lingua franca (ELF), aiming at fostering awareness of and active reflection upon their pedagogical implications. After taking into consideration recent developments in WE- and ELF-aware teacher education, we will report on findings from a research study involving trainee teachers attending the aforementioned courses for English in academic years 2012-13 to 2014-15. The main aim of the study has been to investigate whether, how and to what extent trainee teachers’ pedagogical knowledge and reasoning about a WE and ELF-informed perspective in teaching practices may undergo a change after attending these courses. Drawing upon different sets of data (questionnaires, reflections in e-learning discussion forums, interviews and final reports), the trainees’ increased awareness of and readiness to include a WE- and ELF-informed didactic approach after attending the course will be discussed, together with implications for foreign language teacher education.
4
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Is there EFL in ELT coursebooks?

63%
Vettorel P., Lopriore L.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 4
483-504
EN
This article aims to explore whether well-attested findings in the fields of World Englishes (WE) and of English as a lingua franca (ELF) have determined a shift in perspective in the overall approach to English language teaching (ELT), and how far this shift has permeated teaching materials and coursebooks. The research study was carried out in Italy, a country where ELT coursebooks have often played a relevant role in introducing innovations in language teaching methodology. The research design included a corpus of ten coursebooks that have been published and adopted in Italian secondary schools in the last 6 years. The coursebooks were evaluated in terms of the presence or absence of references to WE and/or ELF, of awareness-raising activities, of the promotion of using English outside the school environment and of the use of effective English communication and intercultural strategies among nonnative speakers. Findings show that there have been no significant changes in the inclusion of WE- and ELForiented materials and related tasks, apart from the area of promotion of cultural and intercultural awareness.
5
Content available remote

Is there ELF in ELT coursebooks?

63%
Vettorel P., Lopriore L.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 4
483-504
EN
This article aims to explore whether well-attested findings in the fields of World Englishes (WE) and of English as a lingua franca (ELF) have determined a shift in perspective in the overall approach to English language teaching (ELT), and how far this shift has permeated teaching materials and coursebooks. The research study was carried out in Italy, a country where ELT coursebooks have often played a relevant role in introducing innovations in language teaching methodology. The research design included a corpus of ten coursebooks that have been published and adopted in Italian secondary schools in the last 6 years. The coursebooks were evaluated in terms of the presence or absence of references to WE and/or ELF, of awareness-raising activities, of the promotion of using English outside the school environment and of the use of effective English communication and intercultural strategies among nonnative speakers. Findings show that there have been no significant changes in the inclusion of WE- and ELForiented materials and related tasks, apart from the area of promotion of cultural and intercultural awareness.
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