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ELF and Sociocultural Theory: An Integrated Approach | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 8، دوره 11، شماره 2 - شماره پیاپی 22، دی 2023، صفحه 161-181 اصل مقاله (551.46 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2024.28866.1581 | ||
| نویسنده | ||
| Enrico Grazzi* | ||
| Associate Professor in English Language and Translation, Department of Foreign Languages, Literatures and Cultures, University of Roma Tre, Rome, Italy, https://orcid.org/0000-0003-3680-0299 | ||
| چکیده | ||
| The main focus of this article is on the controversial issue of integrating English as a Lingua Franca (ELF) into English Language Teaching (ELT). Particularly, the plurilithic nature of English as an international language in the age of Globalization challenges the long sedimented native-speakerism in the English classroom. Nevertheless, in spite of the extensive academic literature in the area of ELF research, it seems that a balanced pedagogical approach has not yet been developed by applied ELF scholars. The purpose of this study, therefore, is to show how Vygotsky’s sociocultural theory (SCT) and Gal’perin’s Systemic Theoretical Instruction (STI) (which informed the L2 teaching approach called Concept-based Language Instruction, C-BLI) may provide the appropriate scientific framework to bridge the gap between the mainstream English as a Foreign Language (EFL) syllabus, that is based on the native-speaker Standard English model, and the emergent use of non-native-speaker ELF, which results from the contact of learners’ L1 and English. In conclusion, this research intends to propose an integrated approach to teaching English that combines ELF, SCT, and C-BLI. This is expected to give language teachers a conceptual framework and theoretical orientation to carry out the paradigm shift in ELT that most ELF scholars advocate. | ||
| کلیدواژهها | ||
| English as a lingua franca؛ sociocultural theory؛ systemic theoretical instruction؛ concept-based language instruction؛ dynamic assessment | ||
| مراجع | ||
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