|Keywords:||ELF, teaching practice, language ideology|
|Full text PDF:||http://rudar.ruc.dk/handle/1800/17756|
Abstract The increasing use of English as a world language and its impact on the social, cultural and political life leads to a stronger focus on the English language used as lingua franca. This research looks at the potential benefits and barriers of implementing an English as a lingua franca (ELF) perspective in the English teaching practice in Danish Gymnasium. The purpose of this report is to investigate how far the perspective of ELF could become part of the English teaching practice and to what extent it is restricted by the different language ideologies of the teachers. The study shows how deeply affected the English language is through its function as global language and proves that a significant number of attitudes towards correctness and norms exist that promote but also hinder the implementing of ELF. It sets this research in relation to other relevant work in terms of ELF and discusses the implementing of this perspective and its impact for the teaching practice. Finally, it emphasizes the role of language ideologies in regards to ELF and gives a perspective to which developments in the pedagogy and way of English teaching need to be arranged for an successful implementation of the ELF concept in the classroom.