Repositorio Institucional de Documentos

T abajo Fin de Más e 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 2 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 3 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 4 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) T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 5 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) T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 6 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. T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 7 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 8 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. T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 9 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. T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 16 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 . T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 17 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 . T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 18 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). T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 19 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 20 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. T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 21 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. T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 22 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 . T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 23 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. T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 24 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, T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 25 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. T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 32 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 33 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 34 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?" T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 35 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. T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 36 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 37 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 38 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. T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 39 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) T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 40 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 . T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 41 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 . T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 48 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. T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 49 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 50 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. T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 51 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. T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 52 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 53 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 54 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 55 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 56 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. ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 57 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. T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 64 Appendix 3.5: G amma exe cise on he passi e oice om Wide Wo ld 4: S uden ’s Book T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 65 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 66 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 67 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 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 68 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 . T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 69 Appendix 3.10: Sample o an in o mal email om an Indian gi l (h ps://b ainly.in/ques ion/6026009) T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 70 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 ” T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 71 Appendix 4.1. Resul s om inal opinion su ey Ques ion 1 Ques ion 2 Ques ion 3 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 72 Ques ion 4 Ques ion 5 Ques ion 6 T abajo Fin de Más e Año 2020 Blanca Ma ía Láza o Pé ez 73 Ques ion 7 Ques ion 8