1. PRACTICE II:
Introduction to the Subject.
Jeremy Harmer: (2007)
The Practice of English Laguage
Teaching.

2. Chapter 1:
The changing world of English.
Why is English regarded as a lingua
franca? Think, pair , share.
Braj Kachru’s circles (1985)

3. What is a LINGUA FRANCA?
“ A LANGUAGE WIDELY ADOPTED FOR
COMMUNICATION BETWEEN TWO
SPEAKERS WHOSE NATIVE LANGUAGES
ARE DIFFERENT FROM EACH OTHER’S AND
WHERE ONE OR BOTH SPEAKERS ARE
USING IT AS AN L2”
It is one of the main languages for
international communication.
Spread use of English words.
Borrowings by English from other languages.

4. A Language History
Linguistic Imperialism:
http://A colonial history.
Economics
Information exchange
 Travel
Popular culture

5. Robert Phillipson
Estela Braun spotted this on the guardian.co.uk site and
thought you should see it.
To see this story with its related links on the
guardian.co.uk site, go to
http://www.guardian.co.uk/education/2012/mar/13/linguistic-im
Linguistic imperialism alive and kicking
US and UK policy to promote English language teaching
expertise around the world is undermining
multilingualism and education opportunities
Robert Phillipson
Friday March 16 2012
Guardian Weekly

6. English as a Global Language
Kachru’s 1985 circles:
EXPANDING
OUTER
INNER
The future of English?

7. VARIETIES OF ENGLISH:
American vs. British English.
Australian learners' dictionary.
Barbecue/Barbie. Train /diphthong
pronunciation).
British English: for Londoners take-
away, for Scottish people a carry-out.
Different accents within England: love.

8. Sociolinguistics:
Factors such as geography, social class,
ethnic grouping and sex affect the language
being used. Cockney. RP pronunciation. “It is
still the case that many British people ascribe
status, educational background, and social
position to a person largely on the basis of their
accent.”
USA: varieties of American English, Boston
and Ohio. Black English, Hispanic English,
Chinese English, etc.

9. APPROPRIATE MODELS OF ENGLISH:
What variety should teachers adopt?
WORLD ENGLISHES/GLOBAL
ENGLISH.
Move from the inner to the outer circle.
As the students' level of English
increases, try to expose them to as
many varieties as possible.

10. “The safest conclusion to draw is
that teachers should work with the
variety that best reflects their own
language use, always provided
that this will be understood by
most other English speakers in
the world, and the speakers that
the students are most likely to
come into contact with”.

11. EFL, ESL, ESOL & ELF
GENERAL ENGLISH COURSES VS.
SPECIFIC/ACADEMIC (ESP-EAP).
ESOL: English to Speakers of other
languages.

12. English as a Lingua Franca
(ELF)
Non-use of 3rd person present simple:
She look very sad.
Interchangeable use of WHICH and WHO
Omission of articles
Use of only one question tag: Isn’t it?
Pluralzation of uncountable nouns

13. World English Education
 Immersion colonies.
 CLIL
 TKT, CELTA, DELTA exams for teachers
 Intercultural awareness pluricentrity
 Prestige varieties
 Accents
 Language bound up with identity