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The English as a Lingua F anca Pa adigm and
Mul icul u ali y in he EFL Seconda y Educa ion
Class oom: An Inno a ion P oposal
El pa adigma del Inglés como Lengua F anca y la
compe encia in e cul u al en la educación secunda ia:
p opues a de inno ación
Au o
Blanca Ma ía Láza o Pé ez
Di ec o
Ma ía Ángeles Velilla Sánchez
Más e Uni e si a io en P o eso ado de Educación Secunda ia Obliga o ia, Bachille a o,
Fo mación P o esional y Enseñanzas de Idiomas, A ís icas y Depo i as. Especialidad: Inglés
Facul ad de Educación
Cu so 2019/2020
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Table o con en s
Abs ac 4
In oduc ion 6
Aims and jus i ica ion 9
Theo e ical amewo k 11
De ini ion and ea u es o ELF 11
In e cul u ali y and he ‘ hi d space’ 12
ELF in educa ion 14
Me hodology 19
Resea ch me hods 19
Teaching me hodology: CLT and ELF 24
Resul s 27
Inno a ion p oposal: “English in he Wo ld” 39
Implemen a ion esul s 46
Conclusion 47
Wo ks ci ed 52
Appendices 55
Appendix 1. Ques ions o he ini ial su ey o s uden s 55
Appendix 2. Ques ions o he in e iew wi h he eache 57
Appendix 3: Uni plan “English in he Wo ld” 58
Appendix 4: Final opinion su ey o s uden s 70
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Abs ac
English as a Lingua F anca (ELF) is a linguis ic pa adigm ha has been deeply esea ched o he las
decades and ha should be con empla ed in he English as a Fo eign Language (EFL) class oom. This
necessa y change is de ended by schola s such as Bjö kman, G azzi, Jenkins and Seidlho e among o he s.
ELF as a key elemen in oday’s con ex o globalisa ion since English is conside ed he global
language pa excellence, hen people need o lea n i in o de o achie e e ec i e communica ion wi h bo h
na i e and non-na i e speake s. People also need o lea e hei own cul u e aside and keep an open-minded
cul u al pe spec i e while communica ing wi h o he use s o English, acqui ing mul icul u al compe ence.
This disse a ion con ains a s udy o he concep s o ELF and mul icul u ali y, and hei implica ions
in he Spanish seconda y educa ion EFL class oom. Resea ch has been made h ough di e en me hods,
including obse a ion, analysis o ma e ials, a su ey and an in e iew. A e collec ing bo h heo e ical and
con ex ual in o ma ion using hese me hods, he inno a ion p oposal composed by a didac ic uni aimed o 4 h
ESO has been designed ying o adap he ac i i ies bo h o he pa adigm and o s uden s’ necessi ies. This
p oposal a emp ed o p o ide seconda y educa ion s uden s wi h ools and backg ound knowledge ha hey
may need in he u u e o communica e wi h o he speake s o English in he in e na ional con ex . The case
s udy ep esen s an example o esea ch on his ield and, a he same ime, con ibu es o he in oduc ion o
his new pa adigm in he EFL class oom.
Key wo ds: English as a Lingua F anca (ELF), English as a Fo eign Language (EFL) class oom,
mul icul u ali y, English a ie ies, communica i e compe ence, seconda y educa ion (ESO)
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Resumen
El Inglés como Lingua F anca (ELF) es un pa adigma lingüís ico que lle a a ias décadas siendo
es udiado y que debe ía in oduci se en el aula del inglés como lengua ex anje a (EFL), un cambio necesa io
según expe os como Bjö kman, G azzi, Jenkins y Seidlho e en e o os.
El ELF es un elemen o cla e en el con ex o ac ual de globalización, donde el inglés se ha con e ido
en el idioma in e nacional po excelencia ya que la gen e debe ap ende lo pa a log a una buena comunicación
an o con pe sonas na i as como no na i as. Pa a ello es necesa io deja la p opia cul u a a un lado y man ene
una ac i ud abie a hacia las cul u as de o os hablan es del inglés, es deci , adqui i la llamada compe encia
mul icul u al o mul icul u alidad.
Es e abajo de in de más e p esen a un es udio de los concep os de ELF y mul icul u alidad jun o
con sus implicaciones en el aula de inglés lengua ex anje a en la educación secunda ia española o ESO. Dicho
es udio se ha lle ado a cabo median e mé odos de obse ación, análisis de ma e iales, una encues a y una
en e is a. Una ez ecopilada in o mación an o del ma co eó ico como del con ex o g acias a dichos
mé odos, se ha elabo ado la p opues a de inno ación en o ma de unidad didác ica pa a 4º ESO que p e ende
p opo ciona a los alumnos he amien as y conocimien o pa a u u os encuen os comunica i os con hablan es
del inglés en un con ex o in e nacional. El p esen e es udio se concibe como una mues a de in es igación en
es e campo y, del mismo modo, con ibuye a in oduci es e pa adigma en el aula de lengua ex anje a.
Palab as cla e: Inglés como Lengua F anca (ELF), clase de Inglés Lengua Ex anje a (EFL),
mul icul u alidad, a iedades del inglés, compe encia comunica i a, educación secunda ia (ESO)

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In oduc ion
English is spoken by 1268 million people all o e he wo ld, being he language wi h he la ges
numbe o speake s (Du in, 2020). Howe e , a high pe cen age o hese use s a e no na i e speake s,
bu lea ne s o English – acco ding o House (2003: 557), he e a e ou non-na i e speake s o each
na i e speake . The main easons behind hese igu es a e his o ical, economic and poli ical, bu he e
a e also p agma ical easons such as he simple g amma o he English language and he ac ha i
is spoken in powe ul coun ies such as he Uni ed Kingdom o he Uni ed S a es.
Conside ing his si ua ion, i is no su p ising ha mo e and mo e people a e in e es ed on
lea ning English o di e en pu poses. In he las decade, a new mo emen was de eloped which
ega ded English as he global lingua anca (ELF), his is, a language ha allows people wi h
di e en mo he ongues o communica e and ha is accep ed wo ldwide (House, 2003, 557). The
ELF pe spec i e became a pa adigm in which schola s such as Bjö kman (2013), Jenkins (2006) and
Seidlho e (2008) among o he s became in e es ed, especially in i s me hodologies so o apply hem
o he eaching and lea ning o he English language.
In he EFL class oom, mo e a en ion is usually gi en o ce ain a ie ies o English, no mally B i ish
and Ame ican, while lea ning ou comes and assessmen c i e ia a e de ined by he no ms o hese
a ie ies. Ne e heless, he no ion o English has changed o a mo e p ac ical one in hese las yea s,
hen many schola s assu e ha eache s should p epa e lea ne s o encoun e ing all ypes o
Englishes du ing hei li es, bo h om na i e and om non-na i e speake s. S uden s should lea n o
espec , unde s and and, i possible, p oduce hese ypes o a ia ions o he “o icial” English
language oo.
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The implemen a ion o he English as a Lingua F anca pa adigm in he English as a Fo eign
Language class oom is a cu en issue ha esea che s on he ield (Seidlho e , 2004; Jenkins, 2006;
Mau anen, 2012; Hahl, 2016; G azzi, 2017) conside no only ad isable, bu necessa y. The
adi ional iew o eaching a sole a ie y o English, a ely ou side he scope o ei he B i ish o
Ame ican Englishes, is changing.
The appea ance o hese new iews on he English language, known as English as an
In e na ional Language (EIL) and English as a Lingua F anca (ELF), igge s ha many EFL eache s
s a including his pa adigm in hei class ooms. The decision is mainly based upon he cu en
necessi y o lo s o people o lea n English so o communica e wi h o he non-na i e speake s o a
wide a ie y o pu poses. These non-na i e speake s in e es ed on lea ning he language o speci ic
pu poses (ESP) do no in end o mas e he language, no o sound like na i es, bu jus o ge hei
messages ac oss in mul icul u al and in e na ional con ex s (A chibald e al., 2011). A e conside ing
his si ua ion, he necessi y o u he esea ch and u he implemen a ion o he ELF pa adigm in
he EFL class oom seems clea , and gua an eeing i is one o he main goals o he p esen s udy.
This disse a ion is composed o an educa ional s udy ha leads o he c ea ion o a didac ic uni
based on he esul s o di e en esea ch me hods and da ase s. The main pu pose o he s udy is o
e eal he knowledge ha s uden s ha e on he issue known as he ELF (English as a Lingua F anca)
pa adigm, i s implica ions in odays’ con ex o globalisa ion and hei awa eness on mul icul u ali y.
The didac ic uni has been implemen ed in an EFL (English as a Fo eign Language) class oom,
aiming o analyse he impac o in oducing he pa adigm on he Spanish seconda y educa ion sys em.
The s uden s o whom he didac ic uni is aimed belong o 4 h yea o Seconda y Educa ion (ESO), in
he seconda y and Bachille a o school o IES Goya (Za agoza, Spain). They a e be ween 15 and 17
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yea s old, and app oxima ely ha e a B1 le el o English acco ding o he Common Eu opean
F amewo k o Re e ence (CEFR).
In o de o ca y ou his s udy, he disse a ion is di ided in o di e en sec ions ha ep esen
he s eps ollowed o comple e i . The In oduc ion se s he con ex , he pu pose o he s udy and some
backg ound in o ma ion abou he main opic, which is ELF and i s ela ionship wi h he EFL
class oom. The Theo e ical amewo k deepens on his opic and exposes he main p inciples o he
ELF pa adigm, ega ding he impo ance o English in oday’s wo ld, he idea o mul icul u ali y, he
ea men o e o s and he compe ences ela ed wi h communica ion. The me hods employed o
ga he he in o ma ion o he analysis a e explained in he sec ion en i led Me hodology: a su ey
aimed o he s uden s, an in e iew aimed o hei English eache and a close obse a ion o
class oom managemen , including an analysis o ma e ials. The Resul s sec ion shows a collec ion o
he indings ex ac ed a e he implemen a ion o he didac ic uni , which is deeply co e ed in he
Inno a ion p oposal, analysing i s impac and whe he i was success ul o no . Finally, in he
Conclusion he main ou comes, s eng hs and weaknesses o he s udy a e summed up and he e is a
e lec ion on he possible conside a ions o he s udy in he EFL class oom.
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Aims and jus i ica ion
The main aim o his esea ch p ojec is o design a p oposal o a didac ic uni conside ing class oom
obse a ion and wo e hnog aphic ools – a su ey and an in e iew. Resea ch may p o e whe he
s uden s a e amilia ised wi h he ELF iew o , on he con a y, need o be mo e exposed o his
phenomenon in he EFL class oom. The p oposal is based on he ELF pa adigm adap ed o he
ci cums ances o a speci ic seconda y educa ion class oom, ocusing mainly on he imp o emen o
linguis ic compe ence (communica ion in o eign languages) and cul u al compe ence (cul u al
awa eness and exp essions) p oposed in he Cu iculum. O he aims o his p ojec a e:
• Resea ching and collec ing da a on he awa eness o he ELF pa adigm ha Spanish
s uden s and eache s ha e.
• Imp o ing he s uden s’ knowledge on ELF and he in e cul u al compe ence o
p epa e hem o a mul icul u al wo ld.
• Analysing s uden s’ a i udes and mo i a ion owa ds he opic o in e na ional English.
This p oposal is jus i ied by he A agonese Cu iculum om he i s sen ence o he sec ion “Fi s
Fo eign Language: English”, in which he didac ic uni is buil . He e, he documen highligh s he
impo ance o in e cul u al abili ies by con i ming he need o a “global, in e cul u al and
mul ilingual educa ion”
1
(p. 1).
Two o he key compe ences appea ing in he Cu iculum a e deeply co e ed in his p oposal.
Fi s ly, communica ion in a o eign language is a p io i y in he EFL class oom: “ he subjec o
1
Quo a ions om he A agonese Cu iculum a e ansla ed om Spanish.
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and he coun ies whe e i is spoken, p esen ing he opic as ele an o s uden s’ academic u u e
bu also o hei daily li e, using asks wi h non-linguis ic ou comes, including au hen ic ma e ials
o di e en ypes o inpu , and using coope a i e lea ning and o he simila g oup-cohesion
echniques (281-282).
F amewo ks o e e ence
Unde s anding he models o e e ence o English eaching in Spanish educa ion is necessa y o
decide how he ELF pa adigm would be in oduced in he class oom. The i s amewo k o e e ence
in his con ex , an A agonese seconda y educa ion school, is he p e iously men ioned A agonese
Cu iculum. The Cu iculum (O den ECD/2016 de 26 de mayo) con ains he educa ional p inciples
o seconda y compulso y educa ion o be ca ied ou in cen es o his e i o y, s ipula ing he
ou comes, con en s, compe ences, s anda ds and c i e ia ha should be ollowed. This documen also
es ablishes a sys em based on he de elopmen o ou skills: lis ening, eading, speaking and w i ing.
The Cu iculum can be combined wi h o he models o e e ence such as he Common Eu opean
F amewo k o Re e ence o Languages (CEFR), imposing he le el o English ha s uden s should
achie e by he end o he yea .
The ac ha he Cu iculum does no speci y which a ie y o English ough o be augh in
he EFL class oom leads o he idea ha he ELF pa adigm is s a ing o ge in o he educa ion sys em
and he eaching o languages. Schola s such as Jenkins, Bjö kman and Seidlho e s uggle o
implemen his pa adigm in he class oom, claiming ha s ill nowadays EFL eaching ends o ollow
a na i e pe spec i e (Seidlho e e al., 2008, 28). They p opose some eaching a i udes mos ly
ocusing on wo issues: comp ehension s a egies and e o ea men .

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Communica i e and sociolinguis ic compe ences: comp ehension s a egies
P e iously, i has been men ioned ha he communica i e compe ence is composed by i e elemen s
(B own, 2007, 3). The la e o hese componen s, he s a egic compe ence, consis s o he abili y o
use di e en s a egies in o de o gua an ee comp ehension du ing in e ac ions. Lea ne s use se e al
comp ehension s a egies while speaking and lis ening in o de o achie e mu ual unde s anding.
The mos epea ed s a egies o be applied o he ELF pa adigm a e accommoda ion ones,
which consis o nego ia ing meaning wi h he in e locu o (A chibald e al., 2011, 2). These s a egies
a e based upon he Communica ion Accommoda ion Theo y (CAT) p oposed by Giles (2016), o he
idea ha people adjus hei beha iou du ing social in e ac ion in o de o achie e e ec i e
communica ion wi h hei in e locu o s. The e a e plen y o accommoda ion s a egies, such as code-
swi ching, adap ing speech, appealing o sha ed knowledge, signalling misunde s andings, making
ques ions, e o mula ion o epe i ion, and media ion (Hahl, 2016, 22-23). Mu ay (2012: 321) added
some o he s a egies ela ed o p agma ics, based on empi ical s udies, induc i e s a egies
(gene alisa ions om pa icula cases) and deduc i e s a egies (app ecia ion o he gene al aspec s
o be imposed o e speci ic si ua ions).
The sociolinguis ic compe ence is mean o be a key ac o o comp ehensibili y oo,
consis ing in discou se adap a ion o he social and cul u al con ex . I includes he p agma ic
compe ence, which a emp s o con ey meaning in an accep able way wo ldwide (Mu ay, 2012, 318).
Sociolinguis ic compe ences should include in e cul u al and c oss-cul u al compe ences, due ha
lea ne s need o be awa e o he beha iou s o people om di e en cul u es in o de o ge hei
message ac oss con e sa ions wi h speake s ha ing di e en mo he ongues. Sociolinguis ic and
p agma ic compe ences a e also pa o he s a egic compe ence o some ex en .
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T ea men o e o s
On he econside a ion o e o s, he e is a lo o deba e on which ones should be accep ed and which
should no . In e ms o p onuncia ion, Jenkins (2002: 99) es ablished some conside a ions on he
phone ic and phonological ea u es o English while eaching by di e en ia ing hose mis akes ha
we e c ucial o a ec ed comp ehension om hose ha we e no so ele an . Fo example, acco ding
o Jenkins’ classi ica ion, e o s on s ess- iming and wo d s ess would no be impo an and may no
be co ec ed by he eache in he class oom. Howe e , owel leng h e o s should always be
co ec ed due ha hey can lead o mis aking wo ds. Rega ding g amma , Seidlho e (2004: 220)
highligh ed some ypical ‘e o s’ o be accep ed in he EFL con ex , such as d opping he hi d pe son
-s in he p esen simple ense o using inco ec ques ion ags.
Finally, he ELF pa adigm includes some gene al implica ions in he way eache s should
e alua e s uden s and hei e o s. G azzi (2017: 213-216) sugges ed ha , in o de o assess s uden s’
usage o ELF in he class oom, he eache should conside hei sociocul u al con ex , le el, lea ning
ou comes o he session and p agma ics in ol ed in he communica i e e en . G azzi belie ed ha
eache s should be lexible and open-minded o he appea ance o ELF on he EFL class oom, by
ocusing on assessing o he aspec s no in ol ing English a ie ies:
… [ eache s] should help lea ne s iden i y ele an de ia ions om he no ms and epai hem in o de
o imp o e he comp ehensibili y and p agma ic e ec i eness o hei discou se (G azzi, 2017, 216).
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Me hodology
The me hodology employed o design he didac ic uni p oposal is a p o o ypical educa ional esea ch
based upon ou pilla s: an obse a ion o he educa ional con ex , an analysis o he ma e ials
employed in he EFL class oom, a su ey o s uden s and an in e iew o he eache . In his sec ion,
hese ou esea ch me hods a e deeply discussed by explaining hei ele ance o he esea ch and
how hey ha e been applied. A e his discussion, he didac ic me hodology employed o implemen
he uni is widely commen ed.
Resea ch me hods
Class oom obse a ion
The i s me hod in ol ed obse ing an English lesson aimed o 4 h ESO g oup C in IES Goya, on
14 h Janua y 2020. This s ep is eally use ul o knowing he lea ne s, he con en s and me hods hey
a e exposed o. The eache le me a end one o he lessons as an ex e nal obse e in o de o analyse
he eaching echniques and s uden s’ beha iou s.
The obse a ion had a sole aim: iden i ying di e en ea u es o he EFL class oom o u u e
conside a ions wi hin he ins uc ional me hods and he didac ic uni . The aspec s o be obse ed we e,
i s ly, he use o English e sus he use o he mo he ongue, especially he pu poses o which he
eache used Spanish in he EFL class oom. Then, he English a ie y employed by he eache , la e
on con i med by he in e iew, bu ha was expec ed o be B i ish o Ame ican. Nex , s uden
pa icipa ion and he kind o ou pu hey p o ided, hei use o English and Spanish, hei accen when
alking in he o eign language and he si ua ions in which hey spoke each language. The co ec ion
s a egies used by he eache we e also analysed, based on U ’s co ec ion echniques (1996), which
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we e ecas ing, elici a ion, cla i ica ion eques , me alinguis ic eedback, explici co ec ion and
epe i ion. Finally, he use o he a ailable ma e ials and he o ganisa ion o he class as a whole, he
usage o ICTs and o he inno a i e me hods, he amoun o ime de o ed o each ac i i y, he
in oduc ion o ex a ac i i ies o u he disco e y and he ype o asks – in pai s o g oups,
indi idual, equi ing in e ac ion, e c.
Analysis o ma e ials
The ex books ha 4 h ESO s uden s used du ing hei lessons we e Wide Wo ld S uden s’ Book 4
(Williams, 2017) and Wide Wo ld Wo kbook 4 (Gayno e al., 2017). The analysis o ma e ials
con empla ed hese wo ex books exclusi ely, o ge ing abou ex a ma e ials designed by he
eache ha we e al eady analysed du ing he obse a ion phase.
The pu pose o he analysis was o disco e he weaknesses o he ex books, which had o be
supplied by he didac ic p oposal, and whe he hey ollowed o no some o he c i e ia o he ELF
and CLT app oaches. These c i e ia a e based upon he p inciples p oposed by B andl in 2008 on
Communica i e Language Teaching, al eady commen ed in he heo e ical amewo k. The i s a e
he equi emen s ha ac i i ies should ha e in o de o be conside ed asks p oposed by Ellis (2003):
a ocus on meaning, an in o ma ion gap, in ol ing eal-wo ld and cogni i e p ocesses, including one
o mo e o he ou skills and o he subskills, and ha ing a non-linguis ic ou come. The second
c i e ium, based on B andl’s i h p inciple, is ela ed wi h Kagan’s (1989) no ions on coope a i e
and collabo a i e lea ning, de ending ha a leas some asks should include in e ac ion o wo king
in g oups o pai s o sha e knowledge and o p ac ise on nego ia ing meaning.
The hi d c i e ium a e he ea u es ha class oom ac i i ies should ha e o imp o e in insic
mo i a ion and help s uden s lea n in a mo e e ec i e way, inspi ed by B andl’s eigh p inciple.
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Acco ding o Dö nyei (1994), including au hen ic ma e ials and di e en a ie ies in he EFL
class oom aises s uden s’ in e es on he cou se. O he aspec s enhancing mo i a ion could be he
use o ICTs and di e en eaching me hods, he in oduc ion o asks, encou aging s uden s’
pa icipa ion o he eache ’s a i ude, especially when dealing wi h e o s. Finally, he las c i e ium
includes B own’s (2007: 46-47) equisi es o aiming communica i e compe ence, which a e:
ocusing on all he componen s o communica i e compe ence (linguis ic, discou se, unc ional,
sociolinguis ic and s a egic), using language wi h a pu pose by ela ing o m and unc ion, ocusing
on bo h luency and accu acy, es ablishing eal-wo ld con ex s o communica ion, allowing s uden s
o e lec on hei own lea ning, and ega ding he impo ance o bo h eache ’s and s uden s’ oles.
Su ey o s uden s
Apa om he ma e ials and me hodologies employed in he language class oom, s uden s’ opinions,
no ions and p e ious knowledge a e key conside a ions when elabo a ing a didac ic uni . As
men ioned abo e, mo i a ion is an impo an issue ha allows s uden s o lea n as e and mo e
e icien ly, and he bes way o keep hei a en ion and in e es in he class oom is by inding ou
wha hey like and wha hey desi e o lea n. Fo his eason, an opinion su ey was passed h ough
Google Fo ms o s uden s belonging o 4 h yea ESO and 1s yea Bachille a o, he wo yea s o which
he didac ic uni could be aimed o.
The aims o he su ey we e, i s ly, o lea n on s uden s’ knowledge o In e na ional English,
ELF and mul icul u ali y, so o design he didac ic uni acco ding o hei needs. Secondly, o ind ou
which elemen s o he English language and cul u e hey we e mo e in e es ed in and wan o lea n,
so o adap he uni o hei as e and mo i a e hem. Thi dly and las ly, o collec da a o possible
u u e esea ch on he p esence o ELF in he Spanish o eign language class oom nowadays.

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The ques ions we e o a big ex en based upon G azzi’s (2017: 219) language and pedagogical
implica ions o ELF. The su ey was anonymous and consis ed o en ques ions (see Appendix 1),
he pa icipan s could only choose one op ion and had o answe all o hem. The i s ques ion was a
mul iple-choice in which s uden s needed o choose he ype o English-speaking cul u e hey we e
mo e amilia ised wi h in hei daily li e. The second ques ion p esen ed a Like scale om 1 (no
impo an ) o 5 ( e y impo an ) in which lea ne s had o decide he ele ance o speaking English
like a na i e. The hi d ques ion was a mul iple-choice one whe e hey had o expose hei deg ee o
ag eemen wi h a s a emen con on ing e ec i e communica ion wi h sounding na i e-like. The
ou h one was a mul iple-choice ques ion on e o co ec ion and eedback, and he pa icipan s
chose whe he hey hough ha eache s we e oo s ic while co ec ing hem. In he i h one, a
dicho omous ques ion, hey had o decide whe he hey p e e ed o be luen while speaking in
English, ollowing he ELF pa adigm, o o speak co ec ly bu slowe .
The six h mul iple-choice ques ion was abou English a ie ies, and i s pu pose was inding
ou he accen ha s uden s we e mo e exposed o. I included he op ion “I canno dis inguish English
a ie ies e y well” because his p oblem is common among lea ne s and knowing his be o ehand
would help o adap he didac ic uni o eaching ce ain English a ie ies. Then, he se en h ques ion
was a dicho omous one: s uden s had o decla e wha ype o English hey unde s ood be e , ha o
a na i e o o a non-na i e pe son, dealing wi h comp ehension s a egies. Ques ion eigh con ained
ano he Like scale, again om 1 ( o ally disag ee) o 5 ( o ally ag ee), whe e s uden s had o choose
whe he hey ag eed ha English should also be used wi h na i e speake s. Finally, ques ions 9 and
10 we e open; s uden s had o ell in which si ua ions hey encoun e ed English daily and why hey
hough lea ning English was impo an .
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The su ey was passed indi idually ia Google Class oom o mo e han i y s uden s. I was
ansla ed o Spanish in case lea ne s had doub s abou he meaning o a wo d o an en i e ques ion,
howe e , s uden s we e o e ed he chance o answe he open ques ions in English.
In e iew wi h he eache
The las pa composing he esea ch me hodology was he pe sonal in e iew wi h he eache o he
g oups he didac ic uni was aimed o. I included up o se en open ques ions (See Appendix 2) ha
he eache answe ed eco ding he sel . I was a s uc u ed in e iew wi hou any possibili y o
e o mula ing o adding new ques ions, hen he answe s p o ided would be s aigh o wa d and clea .
On he way ha he in e iew was ca ied ou , ha ing a pe sonal in e iew was no possible due o
ex e nal ci cums ances, hen all o i was sen ia email and answe ed in he same way.
As in he su ey o s uden s, ques ions we e based upon G azzi’s p oposals o implemen a ion
seen abo e, and mos ly deal wi h he ea men o e o s, he a ie ies o English and some cul u al
aspec s.
The aims o his in e iew we e qui e simila o hose o he su ey: i s , i a emp ed o ind
ou he eache ’s knowledge on he ELF pa adigm and i s implica ions, and how hese we e e lec ed
in he way o eaching, se ing as a basis o include u he con en s on he didac ic uni p oposal.
Secondly, he collec ed da a may con ibu e o he gene al esea ch on how his pa adigm is a ec ing
he EFL class oom in Spain.
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Teaching me hodology: CLT and ELF
The didac ic me hodology employed du ing he implemen a ion o he uni was based upon he
p inciples o he Communica i e Language Teaching app oach combined wi h English as a Lingua
F anca. As p e iously commen ed, he main aim o he didac ic uni was o help s uden s achie e
e ec i e communica ion, making hem unde s and i as he main goal o lea ning English. These
wo didac ic iews, CLT and ELF, a e simila in e ms ha hey bo h conside communica ion wi h
na i e and non-na i e speake s as he ul ima e ou come o lea ning a language (B andl, 2008, 5), and
de end ha meaning should be p io i ised o e o m and co ec ion.
The didac ic uni is ypically based upon he A agonese Cu iculum, hen on he equisi es o
he CLT app oach, including he sub-componen s o he communica i e compe ence (B own, 2007),
he eigh p inciples desc ibed by B andl (2008) and mo i a ional ac o s (Dö nyei, 1994).
Rega ding he i e componen s o he communica i e compe ence, he uni plan p oposal
should mainly ocus on imp o ing he linguis ic one – as e e y uni in he EFL class –, he
sociolinguis ic one when ega ding mul icul u ali y and in e ac ion, and inally he s a egic one.
Discu si e and unc ional compe ences would no be pu posely aimed, bu augh implici ly. In he
case o he s a egic compe ence, being an aspec ha is no usually di ec ly add essed in he EFL
class oom and gi ing i s impo ance when communica ing wi h non-na i e speake s, he uni plan
should include a leas one ac i i y ocusing speci ically on he aspec s o linguis ic accommoda ion
and pa aph asing.
The p inciples o he CLT app oach would be he basis o he ac i i ies composing he
didac ic uni . The main conside a ion while ca ying ou his p oposal would be ha all ac i i ies,
e en hough some o hem we e no asks o did no in ol e in e ac ion o e ec i e communica ion,
had o aim o le s uden s communica e wi h o he speake s o English. G amma and lexis co ec ness,
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al hough con empla ed in he lesson plan, would be backg ounded as message and meaning should
be p io i ised.
The uni is highly inspi ed in he ask-based app oach and he ea u es o asks (Ellis, 2003),
howe e , only a couple o sessions s ic ly ollow his app oach, including p e- asks and pos - asks.
E en hough no all he ac i i ies would be asks, mos o hem should p io i ise message o e o m,
in ol ing eal-wo ld and cogni i e p ocesses such as selec ing o e ie ing in o ma ion in o de o
achie e a goal. Some o hese ac i i ies would ha e a non-linguis ic ou come, and a emp o each
lea ne s con en s on mul icul u ali y. Finally, all he ou skills and many subskills had o be di ec ly
add essed h oughou he plan om an ELF pe spec i e, his is, ocusing on meaning by eaching
lea ne s se e al s a egies.
As o he es o he p inciples, he uni mus a emp o p omo e lea ning-by-doing hanks o
he p esence o asks and o he mul iple chances o lea ning o lea n. The e should be plen y o
au hen ic ma e ials ha ing h ee pu poses: mo i a ing s uden s, o e ing a eal sample o English
language and showing se e al accen s o English a ie ies o lea ne s o explo e. Inpu should be
meaning ul because i always p o ides s uden s wi h impo an in o ma ion, and apa om his, i
should be comp ehensible enough. Comp ehensibili y would be achie ed hanks o sca olding by
p o iding s uden s wi h ools and p e ious in o ma ion o make con en s mo e unde s andable.
Coope a i e and collabo a i e lea ning would be ein o ced hanks o ac i i ies in g oups and
pai s, again ocusing on mu ual disco e y h ough e ec i e communica ion wi h a pu pose, such as
co ec ing exe cises. As al eady men ioned, he e should be a clea ocus on Fo m o e o ms
h oughou he uni plan, e en while lea ning g amma and ocabula y con en s a e linked o hei
applica ions in eal-wo ld si ua ions. E o and co ec i e eedback should be p o ided du ing he
lessons, bu newly eache s need o ocus on co ec ing signi ican e o s and no i ele an mis akes
ha do no al e he meaning o s a emen s a all.
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The i h ques ion is p obably he main one because i se s ou a dicho omy be ween he ELF
pa adigm and he adi ional app oach owa ds o eign languages, his is, how lea ne s should seek
o pe ec ion in e ms o o m, a oiding mis akes.
Resul s show ha only 39% o he su eyed s uden s p e e he p inciples linked o he ELF
pa adigm, hen conside ha mis akes a e unimpo an while communica ing. As o he 61%
p e e ing a mo e adi ional app oach, his endency may be due o he educa ional sys em ha makes
s uden s ge accus omed o ejec mis akes and e en eel ashamed when commi ing hem.
Ques ion 6 a emp ed o e eal he English accen o a ie y ha s uden s we e mo e exposed o,
especially in ou -o -class si ua ions.
Figu e 5. Resul s o ques ion: “I you could only choose one op ion on speaking in English, which one would i be?"
I p e e o speak luen ly, e en i I make mo e
mis akes
I p e e o speak slow bu mo e co ec ly, wi h
less mis akes
Figu e 6. Resul s o ques ion: “Which a ie y o English (accen ) do you usually lis en mos equen ly? In class, mo ies,
se ies, YouTube ideos, ideo games, e c."
I canno dis inguish English a ie ies e y well
B i ish English
Ame ican English
Ano he a ie y: explain

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The esul s we e newly simila o expec a ions: s uden s a e mo e exposed o B i ish and
Ame ican a ie ies o English. Ne e heless, his ques ion o e ed a ou h op ion in which s uden s
could add he a ie y hey we e usually mo e exposed o and ha was no among he o he op ions.
Mos s uden s choosing his one explained ha hey lis ened o a mix o B i ish and Ame ican accen ,
while a s uden a i med o lis en o Swedish, Aus alian and Sco ish accen s mos ly. I is in e es ing
how many s uden s (11.7%) answe ed hey do no eally dis inguish English a ie ies, e idencing
ha mo e emphasis should be pu on eaching lea ne s how o di e en ia e hem.
Ques ion 7 was a dicho omous one in which s uden s had o choose he ype o English hey
unde s ood be e , ha o a na i e o o a non-na i e pe son.
S uden s claim ha hey unde s and be e he English spoken by non-na i es. Howe e , his
ype o answe is mo e logical conside ing ha hey p obably a e mo e exposed o hei eache ’s
English, hen ind i easie o unde s and han na i e discou se om lis ening exe cises. Wha seems
o be mo e shocking is ha he e is some incong uence on hei decisions: on he one hand, on
ques ion 2 lea ne s decla ed ha hey p e e sounding like na i es, bu on he o he hand, hey
unde s and be e non-na i e discou se.
Figu e 7. Resul s o ques ion: “Wha ype o English do you unde s and be e ?"
A na i e pe son
A non-na i e pe son
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The eigh h ques ion was again a Like -scale one, enqui ing s uden s on whe he English should be
used only o alk wi h na i es o wi h speake s om any na ionali y as an in e na ional language.
This ques ion e eals ha s uden s ha e ce ain no ions on he in e na ionalisa ion o English.
They conside ha English should no be exclusi ely employed while alking wi h na i es, hen hey
a e conscious o i s use as a lingua anca o communica e wi h o he non-na i e speake s.
Ques ions 9 and 10 we e open-ended, so hey had no been included as g aphics. Some o he mos
in e es ing answe s ha e been commen ed ins ead.
In he nin h ques ion, s uden s we e asked o lis he si ua ions in which hey daily encoun e ed
English, he mos epea ed answe s being when wa ching mo ies and se ies (31 people men ioned i ),
lis ening o music (19), playing ideogames (18), wa ching ideos o hea ing podcas s (8) o su ing
he In e ne (8). Howe e , he mos equen si ua ion in which s uden s use English ou o class is
when communica ing wi h o he speake s o English (34). These esul s clea ly show a endency
owa ds a mo e p agma ical iew o English and he awa eness o he impo ance o using ELF.
Besides, many pa icipan s assu e hey use English while communica ing wi h iends and amily
om he Uni ed S a es, Aus alia and I eland (na i es), bu also Poland and F ance (non-na i es).
Figu e 8. Resul s o ques ion: “F om 1 (I o ally disag ee) o 5 (I o ally ag ee), do you hink ha English is only
use ul o speak wi h English na i e speake s?"
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Rega ding ques ion 10, which is he las ques ion o he su ey, s uden s we e asked o explain
why hey conside ed English an impo an language. Many o hei answe s e ealed ha some
s uden s we e qui e awa e o he in e na ionali y o English and i s impo ance while communica ing
wi h people a ound he wo ld. They seemed o comp ehend ha English is mo e han a o eign
language, and wi h some excep ions, lea ne s ega ded i as a ool o communica ion. He e a e ou
o he answe s ha suppo he in e na ional iew o English:
Because i is he mos spoken language wo ldwide and e e yone communica es in English when
being in a coun y whe e we don’ know he language (Sp.)
2
I is a e y simple language and i is used as he main language a ound he wo ld
Because i is an in e na ional language, and hen you can communica e wi h mo e people (Sp.)
I hink i 's impo an because i 's he main language, and ha 's wha makes he di e ence om he
o he s. I 's a equi emen (sic) o unde s and i , a leas a bi , o unc ion as a wo ke , s uden , eache ...
In sum, al hough answe s o he su ey ha e been di e se and some lea ne s seem o be amilia ised
wi h he ELF pa adigm and mul icul u ali y, hey need o lea n mo e on hese issues. Thei answe s
ha e e ealed ha hey s ill end o suppo a mo e adi ional iew o English lea ning and eaching,
and e en hough his is pe ec ly comp ehensible and accep able, hey may need o lea n o he iews
oo.
2
The commen s showing “Sp.” a e li e al ansla ions om Spanish o English.
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In e iew wi h he eache
The in e iew wi h he English eache and u o o one o he g oups he didac ic uni is aimed o
was passed on he 1s Ap il 2020 and answe ed on he 13 h Ap il. The eache answe ed o he
ques ions one by one h ough an audio ile. This subsec ion con ains a summa y o he answe s she
ga e o he se en ques ions o he in e iew (See Appendix 2).
The i s ques ion was abou he amilia i y wi h he ELF pa adigm. The eache s a ed ha
she was amilia ised wi h i because she “g ew up wi h he concep i sel ”, and conside ed i e y
ele an wi hin he con ex o he Eu opean Union. To he second ques ion on whe he she a emp ed
o implemen his pa adigm in he lessons, she de ended ha she ied o include i o some ex en ,
o ins ance, by p io i ising meaning o e o m. She e en claimed ha “nowadays we each English
as we each s uc u e”, meaning ha o m and meaning go hand in hand and should no be spli up.
The hi d ques ion on whe he she augh a speci ic a ie y o English ecei ed as answe ha she
no mally a emp ed o each “ he g ea a ie y o English accen s”, no mally h ough ex a ac i i ies.
The eache men ioned Sco ish and Ame ican accen s, howe e , she admi ed ha ing a well-de ined
B i ish accen while eaching, wi h a endency owa ds RP.
The ou h ques ion deal wi h e o co ec ion, hen she claimed ha she main ained posi i e
a i udes owa ds mis akes in class: “I always ell my s uden s ha I lo e i when hey make e o s
because hen hey gi e me he chance o co ec ing hem”. The su ey o s uden s e ealed ha hey
eel e o co ec ion is nei he excessi e no de icien , which could be ela ed wi h he eache
showing a posi i e iew o e o s in class, hen enhancing mo i a ion. To ques ion numbe i e on
cul u e, he eache s a ed ha she p esen ed ce ain aspec s o he cul u es o English-speaking
coun ies o he s uden s, due ha she conside ed ha languages a e ex emely ela ed wi h he cul u e
o he coun ies hey a e spoken in. Ques ion six was abou he mos epea ed mis akes in class and
she claimed ha , al hough “i depends on he age and English le el o he s uden s”, mis akes we e
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usually ela ed wi h he in luence o hei mo he ongue. Lea ne s end o copy o li e ally ansla e
om hei L1 when no knowing an exp ession, wha makes hei ou pu no comp ehensible and
demanding o co ec ion.
To he las ques ion, he opinion abou why he English as a lingua anca pa adigm is no
usually implemen ed in he EFL class oom is ha i is because o he sys em i sel . She assu ed ha ,
in o de o decide whe he o include his pa adigm o no , “we need o be awa e o […] he class oom
se ing, wha s uden s a e o ced o do, ha English is a compulso y subjec ” and o he issues.
Howe e , she explained ha she is op imis ic abou he u u e: “ he ansi ion om English as a
Fo eign Language o English as a Lingua F anca will be possible any ime soon”.
As i can be deduced om he in e iew, he eache suppo s he ELF pa adigm and s uggles
o include i in he lessons. Bu she is also qui e awa e o he Spanish educa ional con ex and he
ea men o o eign languages, a sys em ha o ces s uden s o lea n languages by using a speci ic
me hod o well-de ined pu poses. Al hough he eache claims o include his pe spec i e on he
lessons, some aspec s should be in oduced o deepened in o de o each s uden s wha he pa adigm
is abou , so ha hey can e lec on hei iew o English.
The in e iew and he su ey show qui e di e en pe spec i es owa ds ELF and mul icul u ali y.
E en hough he eache assu ed she ies o in oduce his pa adigm and make s uden s awa e o he
impo ance o English in he in e na ional con ex , many s uden s did no seem o suppo i o we e
no conscious o i s exis ence. A g ea numbe o s uden s seemed o no ice he necessi y o gi ing
mo e impo ance o ELF, in con as wi h he esul s o some o he ques ions – especially o hose
dealing wi h sounding na i e-like. The eache does no s ess s uden s ou wi h he load o speaking
like na i es and commi ing no mis akes, bu in gene al lea ne s seem o ha e his as he main goal

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when lea ning English ins ead o communica ing. Thei answe s o some o he ques ions om he
su ey, unlike hose o he in e iew wi h he eache , a e qui e incong uen and show a need o
u he unde s anding o he pa adigm.
While compa ing he in e iew and he su ey wi h wha ac ually happens in he class oom,
he me hodology is s ill e y adi ional and does no con empla e ELF and mul icul u ali y, bu
a emp s o each he con en s by ollowing he Cu iculum. E en hough he s a emen s made by he
eache du ing he in e iew seemed u h ul, he e is no enough ocus on communica ion
e ec i eness. P obably wha some o he lea ne s know abou English being a global language and
i s ea u es di e en ia ing i om EFL come om ou side he class oom. The incong uences be ween
he in e iew, he su ey and he ac ual lesson se ing migh be de i ed om no in oducing hese
iews o English in he EFL class oom. Clea ly, a highe emphasis should be gi en o he ELF
pa adigm h ough ac i i ies, asks, a i udes o e en di ec in o ma ion on he cu en si ua ion o
English wo ldwide, which a e pa o he didac ic uni p oposal.
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Inno a ion p oposal: “English in he Wo ld”
The ul ima e esul o he esea ch me hods combined wi h he heo e ical amewo k abou he ELF
pa adigm is a didac ic uni . This p oposal, en i led “English in he Wo ld” (See Appendix 3), a emp s
o include he eaching p inciples o ELF and he mul icul u al iew o he English language. I is
composed o six lessons, and in each o hem one o he ou skills is pa icula ly add essed, howe e ,
he e is also an a emp o combining mo e han one skill pe ac i i y o ask.
The aims o his didac ic uni could be di ided in o wo ypes: linguis ic ou comes and hose
ela ed wi h he unde s anding o he e olu ion o English as he in e na ional language i is oday,
including i s implica ions. These las ou comes will mos ly be ega ded as subsidia y aims, and
s uden s will no be es ed on ei he hei knowledge o ELF no ions o on mul icul u ali y. On he
linguis ic ou comes o he ac i i ies, hey a e di ided acco ding o skills and subskills, based upon
he A agonese cu iculum s anda ds om he sec ion Fi s Fo eign Language (39-45):
• S uden s will deeply unde s and and iden i y ex s o ex agmen s om non-na i e speake s (Es .IN.3.1.1
and Es .IN.3.2.1).
• S uden s will compose a ex whose ocus is mo e on meaning han on o m aimed o a non-na i e speake
(Es .IN.4.1.1 and Es . IN.4.1.2).
• S uden s will be able o unde s and bo h gene al and speci ic in o ma ion o a eco d and a ideo whe e he
speake is a non-na i e o a na i e speake o any na ionali y (Es .IN.1.1.1 and Es .IN.1.2.1).
• S uden s will be able o alk abou ELF, EFL, mul icul u ali y and o he issues seen in class wi h ce ain
luency, ocusing mo e on he low o he con e sa ion han on accu acy (Es .IN.2.1.1).
• S uden s will keep a con e sa ion wi h o he non-na i e speake s (i.e. hei classma es), asking and
answe ing ques ions and p io i izing meaning o e o m. (Es .IN.2.1.2 and 2.2.1)
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Fi e conside a ions we e aken in o accoun while designing he didac ic uni : class oom obse a ion,
analysis o ma e ials, heo e ical amewo k, he su ey o s uden s and he in e iew wi h he eache .
In his sec ion, he ocus will be on how hese di e en conside a ions ha e been included in he
didac ic uni , jus i ying he elec ion o ac i i ies.
The con ex highly in luenced he didac ic uni , which was speci ically c ea ed o i he demands o
a pa icula educa ional si ua ion, ha o a 4 h ESO class wi h a B1 o highe le el o English.
Gi en ha du ing he obse a ion ask a lack o au hen ic ma e ials was no iced, he uni plan
includes some ac i i ies wi h au hen ic ex s and ideos so ha s uden s can ge used o o eign
accen s and di e en a ie ies o English (See Appendices 3.7 and 3.8: Lis ening and eading
exe cises). The uni includes a g ea exposu e o di e en na i e and non-na i e accen s o English
o hem o de elop hei mul icul u al compe ence. Conside ing he le el and s uden s’ likely
exposu e o he language ou o class, knowing di e en a ie ies could ei he help hem deepen on
he complexi y o English o se a challenge o hose ha ing mo e acili ies. Some s uden s may need
mo e sca olding when dealing wi h English a ie ies, while o he s, no mally hose wi h a highe
le el, would no need i .
By adding ac i i ies such as he lis ening ask, he eache also p io i ises meaning o e o m
since s uden s will no ha e o unde s and e e y single wo d, bu jus he gene al meaning, which is
a good chance o hem o p ac ise op-down lis ening. As o he eading exe cise whe e a gi l om
Pue o Rico ells he expe ience as a s uden ab oad, lea ne s will be able o no ice he ea u es o
non-na i e English and also know he impo ance o knowing English o communica e in o he
coun ies h ough he expe ience o ano he non-na i e speake .
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The cases o high-achie e s and s uden s wi h a be e le el o English a e also con empla ed
in he didac ic uni by including some olun a y ac i i ies in o de o a oid hese lea ne s o ge bo ed
while hei classma es inish he exe cises. Al hough he e a e many au hen ic ma e ials and o he
ou -o -no m ac i i ies, g amma p esen s bo h an induc i e and deduc i e ea men o he di e en
ypes o lea ne s. Finally, he uni also p esen s some ac i i ies om he ex book, such as he i s
eading and g amma exe cises (Appendices 3.1, 3.2 and 3.5), so ha he e is ce ain ou ine.
In ela ion wi h he analysis o ma e ials, as al eady discussed in he Me hodology sec ion, he
exposu e o eal English may be insu icien due ha he ex books mainly include adap ed inpu ,
hen he didac ic uni aims o co e his necessi y. The lesson plan o e s highe chances o p ac ising
on speaking and con e sa ion o imp o e e ec i eness and eal communica ion (See In oduc o y
ac i i y, Role play, and ac i i ies in which s uden s sha e answe s wi h hei classma es), one o he
basics o he ELF pa adigm ha is no con empla ed in he ex books.
The decisions o including in oduc o y ques ions a he beginning o he uni and plen y o
speaking ac i i ies and si ua ions o discussion bo h in pai s and g oups (See Pos - ask om lesson
5, De ini ion exe cise, o Role play) con ibu e o a g ea e de elopmen o speaking skills and
subskills. Speaking is no mally backg ounded du ing he EFL classes because o he lack o ime and
means. This uni , howe e , a emp s o o eg ound his skill by imp o ing communica i e
compe ence, p obably he mos necessa y skill when ha ing a con e sa ion wi h o he speake s o
English in he in e na ional and mul icul u al con ex .
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As o he weaknesses o he esea ch, passing ano he su ey dealing wi h he same aspec s
as he ini ial one – o e en e-sending he ini ial su ey a e inishing he uni o analyse s uden s’
e olu ion – would ha e helped ob aining mo e alid esul s. Con a ily, wha was passed o s uden s
was a inal opinion su ey on he ac i i ies o he uni , which did no con empla e he ELF pa adigm
di ec ly. Then, he lack o human con ac and in e ac ion ha e been impo an p oblems while
ca ying ou he s udy, bo h du ing he in e iew wi h he eache and du ing he implemen a ion o
he uni . Ha ing had he chance o main ain ull con e sa ions wi h he lea ne s, o e en jus lis en o
hem, would ha e le me know whe he he ype o English hey employ coincided wi h he ideas
exp essed on he ini ial su ey. This would ha e also allowed me no ice whe he he e had been
e olu ion a e he implemen a ion and which aspec s had imp o ed.
Despi e ha ing o adap he uni and he impo an p oblems ha he s udy has p esen ed, he e a e
s ill some s eng hs. One o hem is ha he ocus on ce ain skills and subskills, he compe ences and
he main opic o he didac ic uni ha e been main ained. The e o e, s uden s ha e likely imp o ed
hei mul icul u al and communica i e compe ences, as e ealed by ce ain commen s om he
second su ey.
Apa om he gene al in o ma ion on he pa adigm and he linguis ic knowledge ha s uden s
ha e acqui ed, analysing and aising mo i a ion we e one o he main aims o he s udy and he uni
espec i ely. The inal su ey has clea ly shown a endency owa ds a ise in mo i a ion, ye mos
s uden s ha e decla ed hey liked he ac i i ies and ound hem in e es ing and use ul while hose
decla ing hey we e di icul o unclea we e a mino i y (See Appendix 4.1). Ano he s eng h o he
esea ch was ha i seemed o pe ec ly i he cu en ci cums ances by adap ing he uni o he
si ua ion o bo h eache s and s uden s. This success could be seen in he answe s o he inal su ey
and in lea ne s’ a i udes owa ds he ac i i ies and he opic i sel , which we e e y posi i ely alued.

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In seconda y schools, English ends o be ea ed as a o eign language, which usually implies
eaching a pa icula accen and cul u e. Following his s a emen , i seems ha in he Spanish sys em
o educa ion English will always be conside ed as ano he o eign language o be spoken wi h na i es.
Bu he a i udes shown by some eache s and s uden s du ing his esea ch o e a glance o hope,
due ha he ELF pa adigm has been success ully in oduced in he EFL class oom. Th ough he
didac ic uni p oposal, he adi ional sys em has been aced while a he same ime he uni has
espec ed he no ms and s anda ds o he A agonese Cu iculum.
Al hough he ini ial plan was o implemen a didac ic p oposal o ally based on he ELF
pa adigm, he uni inally became a hyb id o his app oach and o he iew o English as a o eign
language, due o he ci cums ances o implemen a ion al eady desc ibed. The in oduc ion o his
app oach, hal -way be ween ELF and EFL, is mo e han jus i ied ega ding he global con ex and
also he demands o educa ion. On he one hand, he cu en si ua ion o in e na ionalisa ion and
globalisa ion demands ha he popula ion lea n a uni e sal ool o communica ing wi h speake s o
di e en languages, and ha ool is he English language. This implies ha mo e people need o lea n
English o p o essional easons, bu also o a elling o acqui ing new knowledge. Educa o s
should be able o inculca e in hose people in e es ed in lea ning English o hese pu poses ha wha
ma e s is no o pe ec ly speak he language, bu o know i s basic no ions and o use s a egies o
achie ing success ul communica ion wi h o he s. S uden s should also lea n o dis inguish be ween
a mo e p agma ical English based on he lingua anca pa adigm – wi h ea u es such as a oidance
o ph asal e bs, an impe ec p onuncia ion, a ocus on luency and he use o communica ion
s a egies – and English as a o eign language, cu en ly he main app oach ound in Spanish
seconda y educa ion.
On he o he hand, his hyb idi y is jus i ied by he educa ional sys em i sel ; lea ne s and
e en educa o s do no seem o be p epa ed o dealing di ec ly wi h his new app oach in i s en i e
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complexi y. The in oduc ion o his pa adigm in he EFL class oom should be g adual. Fo ins ance,
i s ly i could be con empla ed as a possible na u e o he English language, se ing o explaining
i s ea u es and implica ions, jus o lea ne s o conside hem while ha ing a con e sa ion wi h non-
na i e speake s. E en ually, educa o s should in oduce he pa adigm in all i s complexi y by adap ing
he demands o he sys em o he ac ual necessi ies o lea ne s. To achie e his, he pa adigm should
appea in o icial documen s and be s ipula ed as an app oach ha ough o be augh in he seconda y
English class oom. ELF would be con empla ed in o icial exams, co ec ions and cou ses o English
o Speci ic Pu poses (ESP).
This didac ic uni p oposal could be ega ded as pa o a cou se plan o 4 h ESO, in which se e al
uni s would deal wi h he ELF pa adigm by in oducing i , explaining i s ea u es and eaching
s uden s how o use i . The main aims o he cou se plan would be o make lea ne s awa e o he
implica ions ha knowing English has o in e na ional communica ion, and o p epa e hem o he
cu en con ex o globalisa ion and mul icul u ali y since hey will likely need o use English as a
lingua anca in hei nea u u e.
“English in he Wo ld” would be one o he didac ic uni s composing his whole plan, possibly
among he i s ones because i in oduces he pa adigm wi h he ini ial eading. Each uni could be
ocused on eaching pa icula heo e ical con en o s uden s o know u he in o ma ion on ELF
and on he impo ance o he English language wo ldwide, apa om eaching some speci ic
comp ehensions s a egies om he ones lis ed by Hahl (2016) – in his case, he s a egy would be
pa aph asing o de ining concep s.
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P obably he main con ibu ion o his disse a ion bo h o he educa ional sys em and o
ou going esea ch on ELF and mul icul u ali y is he possibili y o a didac ic uni based on his
pa adigm which a emp s o inno a e he EFL class oom. I also seeks o pa ly changing he whole
sys em i sel by le ing s uden s and eache s e lec on he ac ual necessi ies o lea ning English,
causing hem o e- hink he pu poses o compulso y seconda y educa ion. Al hough my p oposal is
only a pa o he huge jigsaw ha is educa ional inno a ion and i has many imp o able elemen s,
my inal conside a ion is ha his p ojec , oge he wi h o he simila p oposals by di e en
esea che s and educa o s, could be he beginning o a new iew o English language in educa ion.
As educa o s, we should expec his iew, ha would p epa e lea ne s o he demands o he nea
u u e, o en e he sys em soon and hen we should become a key pa o his inno a ion p ocess.
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Wo ks ci ed
A agonese Cu iculum o Seconda y Educa ion (ESO); O den ECD/2016 de 26 de mayo, po la que
se ap ueba el cu ículo de la Educación Secunda ia Obliga o ia y se au o iza su aplicación en
los cen os docen es de la Comunidad Au ónoma de A agón
A chibald, A., Cogo, A. & Jenkins, J (Ed.) (2011) La es T ends in ELF Resea ch. Newcas le upon
Tyne: Camb idge Schola s Publishing.
Bjö kman, B. (2013) English as an Academic Lingua F anca: An In es iga ion o Fo m and
Communica i e E ec i eness (Ed. Jenni e Jenkins and Will Bake ). Be lin: De G uy e
Mou on, p. 1-30
B andl, K. (2008) “P inciples o Communica i e Language Teaching and Task-Based Ins uc ion” in
Communica i e Language Teaching in Ac ion: Pu ing P inciples o Wo k. Pe son P en ice Hall,
1-38
B own, D. H. (2007) “The Pos -Me hod E a: Towa d In o med App oaches” in Teaching by
P inciples: An In e ac i e App oach o Language Pedagogy. New Yo k: Pea son Longman, 40-
61
“Common Eu opean F amewo k o Re e ence o Language: Lea ning, Teaching, Assessmen ”
(CEFR), Council o Eu ope <h ps://www.coe.in /en/web/common-eu opean- amewo k-
e e ence-languages> [Las accessed 4 h May 2020]
Dö nyei, Z. (1994) “Mo i a ion and Mo i a ing in he Fo eign Language Class oom” in The Mode n
Language Jou nal, 78.3, 273-284
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Du in, E. (3 d Ap il 2020) “The mos spoken languages wo ldwide in 2019” in
S a is a. <h ps://www.s a is a.com/s a is ics/266808/ he-mos -spoken-languages-wo ldwide/>
[Las accessed 9 h Ap il 2020]
Ellis, R. (2003) “C i e ial Fea u es o a Task” in Task-based Language Teaching and Lea ning.
Ox o d: OUP, 9-10
Fan ini, A. E. (2006) Explo ing and assessing in e cul u al compe ence. Washing on Uni e si y:
Fede a ion EIL.
Fi h, A. (1996) “The discu si e accomplishmen o no mali y: On ‘lingua anca’ English and
con e sa ion analysis” in Jou nal o P agma ics, 26, 2, 237-259
Gayno , S., Ale izos, K. & Ba aclough, C. (2017) Wide Wo ld S uden ’s Book 4. Ha low: Pea son
Educa ion Limi ed
Giles, H (23 h Oc obe 2016) “Communica ion Accommoda ion Theo y”, in The In e na ional
Encyclopedia o Communica ion Theo y and Philosophy
G azzi, E. (2017) “ELF in he English class oom: G ea ideas and bu ning open ques ions” in Lingue
e Linguaggi, 24, p. 203-223
Hahl, K. (2016) “In e cul u ali y and English as a Lingua F anca – In e na ionalizing Teache
Educa ion”. Academic Disse a ion a Uni e si y o Helsinki
House, J. (2003) “English as a Lingua F anca: A Th ea o mul ilingualism?” in Jou nal o
Sociolinguis ics (Hambu g Uni e si y, Ge many), 7/4, 556-578
Jenkins, J. (2002), “A Sociolinguis ically Based, Empi ically Resea ched P onuncia ion Syllabus o
English as an In e na ional Language” in Applied Linguis ics, 23, 1, 83-103

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Jenkins, J. (2006) “Poin s o iew and blind spo s: ELF and SLA” in In e na ional Jou nal o Applied
Linguis ics, 16, 2, p. 138-162
Kagan, S. (1989) “The S uc u al App oach o Coope a i e Lea ning” in Educa ional Leade ship, 47,
12-15
Long, M. (1985) “A ole o ins uc ion in second language acquisi ion”, in K. Hyl ens am and M.
Pienemann (Eds.) (1985) Modelling and Assessing Second Language Acquisi ion. Cle edon
A on.: Mul ilingual Ma e s, 89
Mau anen, A. (2012) Explo ing ELF: Academic English Shaped by Non-na i e Speake s. Uni e si y
o Helsinki: Camb idge Uni e si y P ess
Mu ay, N. (2012) “English as a Lingua F anca and he de elopmen o p agma ic compe ence”, in
Ox o d Jou nals, 27, 318-326
Richa ds, J., Richa ds, J. & Rodge s, T. (2001) App oaches and Me hods in Language Teaching.
Camb idge Uni e si y P ess
Seidlho e , B. (2004) “Resea ch pe spec i es on eaching English as a lingua anca” in Annual
Re iew o Applied Linguis ics, 24, p. 209-239
Seidlho e , B., Hülmbaue , C. & Böh inge , H. (2008) “In oducing English as a lingua anca (ELF):
P ecu so and pa ne in in e cul u al communica ion” in Syne gies Eu ope, 3, p. 25-36
U , P. (1996) A Cou se in English Language Teaching. Camb idge: CUP
Williams, D. (2017) Wide Wo ld Wo kbook 4. Ha low: Pea son Educa ion Limi ed
Zhu, X. (2008) “F om cul u al adap a ion o c oss-cul u al discu si e compe ence”, in Discou se and
Communica ion, Uni e si y o Queensland Business School, 2, 185-204
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Appendices
Appendix 1. Ques ions o he ini ial su ey o s uden s
Link o su ey: h ps:// o ms.gle/KqJkdUQXxC2K41yN7
Hello! My name is Blanca and I need you help o a s udy I need o comple e o my Mas e ’s deg ee. Please,
answe he ques ions below, I p omise i will ake you less han 5 minu es, and i is anonymous. Thank you o
pa icipa ing!
1. Which cul u e a e you mo e in e es ed in? Think abou mo ies and books you like, o e en music you lis en
o ou side he class.
a. B i ish/ UK cul u e
b. Ame ican/ USA cul u e
c. Cul u e om o he English-speaking coun ies – o example, India, Canada o Aus alia
d. I am no in e es ed in any o hese cul u es
2. How impo an is o you o sound like a na i e speake ? (1=no impo an ; 5= e y impo an )
1
2
3
4
5
3. Do you ag ee wi h his s a emen : ‘Communica ing e ec i ely in English should be p io i ized o e
sounding like a na i e’?
a. To ally ag ee
b. Ag ee
c. Nei he ag ee no disag ee
d. Disag ee
e. To ally disag ee
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4. Acco ding o you c i e ia, wha is he a i ude o English eache s when co ec ing mis akes in he
class oom?
a. They co ec oo many mis akes
b. They should co ec mo e mis akes
c. They co ec as many mis akes as necessa y
5. I you could only choose one op ion on speaking in English, which one would i be?
a. I p e e o speak luen ly, e en i I make mo e mis akes
b. I p e e o speak slow bu mo e co ec ly, wi h less mis akes (o paying a en ion o my mis akes)
6. Which a ie y o English (accen ) do you usually lis en mos equen ly? In class, mo ies, se ies, YouTube
ideos, ideo games, e c.
a. B i ish English
b. Ame ican English
c. Ano he a ie y: explain……….….…….…….......…….….………….………….…..…...…..…….………......……..….….
d. I canno dis inguish English a ie ies e y well
7. Wha ype o English do you unde s and be e ?
a. A na i e pe son ( o example, someone om London)
b. A non-na i e pe son ( o example, someone om Spain)
8. F om 1 (I o ally disag ee) o 5 (I o ally ag ee), do you hink ha English is only use ul o speak wi h English
na i e speake s?
1
2
3
4
5
9. In which o he con ex s do you speak English apa om class?
…………………………………………………………………………………………………………………….
10. In you opinion, why is English impo an ? W i e as much as you wan . You can answe in Spanish oo.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
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Appendix 2. Ques ions o he in e iew wi h he eache
Good mo ning and hank you o accep ing o pa icipa e in my p ojec . As we ha e ag eed, I will ask you
some ques ions ega ding English as a lingua anca and which a e you implemen a ions in he o eign
language class oom.
1. A e you amilia wi h he usage o English as he global lingua anca (ELF)?
2. Do you eel ha you ake in o conside a ion he English as a Lingua F anca o ELF co e and i s
implica ions while eaching?
3. Do you each a speci ic a ie y o English: B i ish, Ame ican o o he ? Do you p esen o he English
a ie ies o you s uden s h ough, o example, audio iles o ideos?
4. Wha is you a i ude owa ds you s uden s’ e o s and mis akes? Do you hink ha you a i ude is in
some way ela ed wi h he global conside a ion o English o o o he easons (e.g. i is ime-sa ing)?
5. Do you each you s uden s some cul u al aspec s om English-speaking coun ies? I so, wi h wha
pu pose?
6. Rega ding all he p e ious ques ions, and conside ing you cu en s uden s only, in which aspec s do
you hink hey encoun e mo e ouble o need mo e emphasis: a ie ies o English, e o s o cul u al
aspec s? Why?
7. In you opinion, should eache s s a ocusing on ELF (English as a Lingua F anca) ins ead o on EFL
(English as a Fo eign Language) – his is, should hey s a accep ing o he o ms o English and s a egies
ha a e non-na i e, o should hey ocus on o icial s anda ds?
Thank you e y much o you pa icipa ion.
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Appendix 3.5: G amma exe cise on he passi e oice om Wide Wo ld 4: S uden ’s Book

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Appendix 3.6: Wo d cloud wi h ocabula y on how o iden i y whe e somebody is om
Appendix 3.7: Answe s o he YouTube ideo “70 People Re eal How o Tell I Someone Is F om
Thei Coun y” (h ps://www.you ube.com/wa ch? =dJCKa W22PM)
COUNTRY
RECOGNISED BY…
EXTRA DATA THEY MENTION
Poland
Unde ined
“Polish ada ”, you jus know i
Pe u
Pos u e
Slouch (enco ado)
Pakis an
Pos u e
App op ia e, manne s oo
I aly
Pos u e
The way hey s and
Geo gia
Pos u e
They a e laidback, jus he way hey walk
No way
Walking
They walk slowe
B azil
Walking
Chilling, bouncing hands
Canada
A i ude
Apologize o e e y hing
UK
A i ude
Always apologizing
C oa ia
Voice
They a e usually loud
Vie nam
Voice
Ve y loud oice and hey a e Asian
USA
Voice
Loudes people, al hough no as much as Sco ish
Sco ish
Unde ined
You can ell, i ’s a six h sense o some hing
Russia
Face o m
Face, you can sense i
Kenya
Ges u es
Manne ism
Cô e d’ I oi e
Unde ined
You jus ecognise hem
Belgium
Face o m
See i in hei ace, mou h and acial s uc u e
Romania
Face o m
Facial ea u es
Uzbekis an
Face o m
S ong eyeb ows
E hiopia
Body ai s
Big hai o cu ly hai
Poland (again)
Face o m
Face like a po a o
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Czech Republic
Body ai s
Blue eyes and blond
Bela us
Body ai s
Blond wi h g een eyes
Kazakhs an
Body ai s
Shape o he eyes
I an
Body ai s
Eyes, s a e
Senegal
Body ai s
Round ace, black skin, Asian eyes and lips
Tanzania
D essing
How hey d ess
La ia
D essing
Ce ain s yle
Finland
D essing
Sensible clo hing
China
D essing
They d ess mo e o mal
Jamaica
D essing
Skinny pan s, cloak, whi e bel s, whi e shoes
Swi ze land
D essing
They wea moun ain boo s and huge backpacks
Ne he lands
D essing
They wea ma ching aincoa s
Tu key
Body language
Hand ges u es, mimics, exci emen
India
Body language
Exp essi e wi h he hands
Japan
Unde ined
I hey a e Asian, he e a e many chances
Sou h Ko ea
Speaking
You know when you hea hem speak
Philippines
Speaking
Accen
Thailand
Speaking
By he way hey alk
Ecuado
Unde ined/ Speaking
A li le “ hing”
Is ael
Speaking
Accen
G eece
Speaking
S aigh o wa d language, hey speak he way i sounds
Aus alia
Speaking
Twang (66ounse)
Dominic Republic
Speaking
Spanglish
Singapo e
Speaking
Singlish
Nige ia
Exp essions
By one hing you hea om hem, e en hough hey ha e been ab oad
o a long ime
New Zealand
Exp essions
Choice, swee hea s, ma e
Chile
Exp essions
Cachái
Belize
Speaking
Say “ike” ins ead o “like”
Panama
Exp essions
They call you “panna”
Guyana
Speaking
They say “hey buddy” (wi h accen )
Mexico
Exp essions
Exp essions: Wey, “cab ón”
Sou h A ica
Exp essions
Exp essions: Ja
Ghana
Speaking
G ee ings, “Cha lie”
Spain
A i ude
When hea ing someone like hinking: “Mmmm”, you can ell
Ge many
A i ude
They ask p ecise, speci ic ques ions
Sweden
A i ude
They a e e y exci ed abou e e y hing, hey wan o lea n
T inidad & Tobago
A i ude
Especially on women, eminini y wi h a so e o s onge way
Uk aine
Beha iou
You can ell i when hey can d ink a lo o odka
Aus ia
Beha iou
D ink a lo o bee , smoke many ciga e es and complain a lo
Egyp
Speaking /A i ude
They alk e y loud on he phone
Lebanon
Beha iou
They check people ou (los mi an de a iba abajo)
F ance
Beha iou
I hey a e in New Yo k ea ing a pizza wi h kni e and o k, hey a e
p obably F ench
Taiwan
Beha iou
They igh o he bill, like i hey we e in a show
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Appendix 3.8: Tex om a Pue o Rican gi l (h ps://www.ingeniosup .com/ ol-31/2016/8/29/my-
expe iences-as-a-non-na i e-speake -o -english)
My Expe iences as a (Non)-Na i e Speake o English
The English language is close o my hea . I use i e e y day o communica e wi h close iends, o unde s and
echnology and ge h ough my college ca ee . I ha e gone h ough many expe iences whe e I ha e needed o speak English.
The e a e hough s I could only be able o exp ess in English… I any hing, i has se ed me as a ool. English has helped me
bond wi h people I o he wise would no ha e me , in places I ne e would ha e d eamed o isi ing.
Li ing in Pue o Rico, I ha e been s udying English my whole li e, bu I ha e no always spoken i . I wasn’ un il
I mo ed ab oad o he i s ime ha I expe ienced speaking he language i s hand. This is whe e I conside my jou ney as
a (non)-na i e speake began. […]
On my i s day a Lake S e ens Middle School he e seemed o be some hing w ong wi h my pape wo k, so I had
been called ou o he 67ounsello ’s o ice. Being ha I was by mysel and had no one o ansla e o me, I old he lady, “I
don’ speak English”. She esponded wi h a “You ce ainly do. You jus spoke i .” She was no w ong, I did, bu I did no en i ely
ag ee wi h he . I do no emembe he e being a Spanish ansla o , bu somehow I managed o sol e he p oblem. As ime
passed, I ealized I had gained a s anda d Ame ican accen , in luenced by my pee s, siblings and he media. Thanks o his, my
ocabula y had de ini ely expanded, and I was beginning o eel pa o he communi y.
[…] Despi e being ea ed equally, I s ill el like my English was no good enough. I did no sound like e e yone else.
I was di e en and I disco e ed I was no le ing mysel in, as i occu ed o me one day in my Biology class. Du ing a g oup
o al p esen a ion, I was oo a aid o speak, in ea ha my classma es would no unde s and me because o my accen . When
he eache called me ou du ing he o al epo o emaining quie , I explained o he my dilemma. Wo ied ha his would
a ec my g ade, I pa icipa ed in he p esen a ion. When I inished eading, he eache asked he class i hey we e able o
success ully unde s and my English, o wha hey eplied wi h a collec i e “yes”. This small s ep mean a big achie emen o
me. I led me o being mo e con iden and sel -accep ing, a leas in ha class.
[…]
My expe ience in Eu ope was o ally di e en om he one in he Uni ed S a es. People a e no obsessed wi h accen s
and do no y ha d o sound like some hing, a leas no Ame ican, which in u n, ga e me a peace o mind when i came o
my accen . When I s udied ab oad las semes e in F ance, I had o adap mysel in o speaking and p ac icing F ench. Once
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again my English accen had d as ically changed. I was now much bolde and I o en ound mysel using ad anced ocabula y,
which hei oo s we e close o he F ench language. My English seems o be o e e e ol ing wi h each change in my li e, and
F ench has helped me make hese connec ions o he his o y o English.
I i was no o English, I would no know how I could ha e su i ed in unknown places, like Hunga y o Czech
Republic. English has opened many doo s especially pu me in con ac wi h amazing people ha I could no ha e go en o
know i i was no o ou lingua anca. I ha e be iended people om di e en cul u es and backg ounds, people whom I
lea ned om and highly app ecia e. In my a els, hanks o my knowledge o English, I ha e ep esen ed inc edible elie o
many people e e ywhe e, om s uden aid o he new in e na ional s uden s in high school, help despe a ely los ou is s wi h
di ec ions, and e en se e as in e p e e o an Aus alian couple in a Pa isian police s a ion. I ha e had inc edible expe iences
and oppo uni ies, and o his I am g a e ul o he English language.
Appendix 3.9: Ques ions om he ex “My Expe iences as a (Non)-Na i e Speake o English”
Rega ding he p e ious ex , answe he ollowing ques ions:
1. Acco ding o he w i e , how use ul was English du ing he li e and ca ee ? Name one
example o wha she uses i o .
2. Did she speak English p ope ly be o e going ab oad? Why?
3. Wha is he speake ’s mo he ongue?
4. Has Máyo i e e el di e en om he classma es o being a non-na i e speake ? Jus i y
you answe .
5. Explain he di e ence be ween he ea men she had in he USA and in Eu ope in e ms o
he English accen .
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Appendix 3.10: Sample o an in o mal email om an Indian gi l
(h ps://b ainly.in/ques ion/6026009)

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Appendix 4: Final opinion su ey o s uden s
Link o su ey: h ps:// o ms.gle/cdPYp7nZHz8R Hbw8
Ac i i ies ha had o be analysed and ma ked by s uden s om 1 o 10:
• Ques ion 1: Passi e oice Powe Poin
• Ques ion 2: Reading ac i i y om he ex book, page 92: “Why do languages change?”
• Ques ion 3: W i ing exe cise om he ex book, page 93: “Why do languages change?”
• Ques ion 4: Quiz on he passi e oice
• Ques ion 5: Quiz on Uni 7
• Ques ion 6: Map olun a y ac i i y
• Ques ion 7: Lis ening olun a y ac i i y “70 People Re eal How To Tell I Someone Is F om Thei Coun y”
• Ques ion 8: Reading olun a y ac i i y “My Expe ience as a (Non)-Na i e Speake ”
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Appendix 4.1. Resul s om inal opinion su ey
Ques ion 1
Ques ion 2
Ques ion 3
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Ques ion 4
Ques ion 5
Ques ion 6
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Ques ion 7
Ques ion 8