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The teaching of English as a Lingua Franca
An inexorable trend in the use of global English is that
fewer interactions now involve a native speaker. Proponents
of teaching English as a Lingua Franca (ELF) suggest that the
way English is taught and assessed should reflect the needs
and aspirations of the ever-growing number of non-native
speakers who use English to communicate with other nonnatives. Understanding how non-native speakers use English
among themselves has now become a serious research area.
Different priorities in teaching English pronunciation, for
example, have been defined. Teaching certain pronunciation
features, such as the articulation of ‘th’ as an interdental
fricative, appears to be a waste of time whereas other common
pronunciation problems (such as simplifying consonant
clusters) contribute to problems of understanding. Such an
approach is allowing researchers to identify a ‘Lingua Franca
Core’ (LFC) which provides guiding principles in creating
syllabuses and assessment materials.
Unlike traditional ESL (English as Second Language), ELF
focuses also on pragmatic strategies required in intercultural
communication. The target model of English, within the ELF
framework, is not a native speaker but a fluent bilingual
speaker, who retains a national identity in terms of accent,
and who also has the special skills required to negotiate
understanding with another non-native speaker. Research is
also beginning to show how bad some native speakers are at
using English for international communication. It may be that
elements of an ELF syllabus could usefully be taught within a
mother tongue curriculum.
(David Graddol, English Next. Adaptado)
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