LINGUA FRANCA CORE APPLIED TO EAL LEARNERS

Lingua Franca Core applied to EAL learners

Table of Content

Introduction3

Outline of English Language in the world6

EIL and Native Speaker8

Approach towards to Lingua Franca Core11

Applying LFC16

Need More Explanation with Example18

Conclusion20

References23

Lingua Franca Core applied to EAL learners

Giselle Ferreira

Introduction

For non-native English speakers to learn a language in English speaking country may lead to a life-size advantage, especially for early stage teenagers from any country. However, some learners have shown resistance and are reluctant to speak English (L2). They are in a secondary school in London where they tend to be with a group who have the same L1 background. Also emotional issues such as the shock of culture, life style, temperature and being able to fit in the new environment causing blockade instead of improve their speech skills. This subject is not what I intend to explore in this paper. I will focus my research in the learners who arrive in school first of all assessed as L1thresold/Level1secure for speaking and listening. Normally, these learners are assessed higher for reading and writing than for speaking and listening, what I believe it is result of EIL teaching being focus most of the time in the areas where the non-native teacher has more proficiency and feel more confident to teach.

Lingua Franca Core (LFC) presented by Jenkins in 2000 brought an innovated vision intending to facilitate EIL phonology teaching pronunciation. Furthermore I intend to narrow down the studies focusing in what I believe was relevant to EAL (English as an additional language) group. In order to explore the implications of using the LFC as a guideline for teaching I intend to explore the applicability to EAL Intervention group where the learners have the contact with diversity numbers of NS and NNS. Taking the features of LFC core trying to put in practise and see the results. Would the learners prefer keep their accents or not? Why some learners start to speak quicker than others? Which way IEL is applied to these learners?

An ongoing discussion in the field has developed around the concept of English as a lingua franca (ELF), which has been studied by scholars such as Barbara Seildhofer and Jennifer Jenkins. Jenkins defines ELF as the language used for communication between speakers who do not speak English as a native language, for example, in business meetings in which Chinese and Mexican speakers interact through the use of English but have different native languages. ELF researchers recognize the existence and use of multiple English varieties, Jenkins explains, while also observing the need for speakers to be familiar with language features that are intelligible across communities of ELF speakers. (Peng 2001: 27)

Taking a stance on any of the issues mentioned above will impact practice, attitudes, and policy in English language use and instruction. Should varieties of English be taught in Outer Circle and Expanding Circle regions, or should a standard variety of English be supported? How should users of non-native varieties be linguistically assessed? Supporters of a pluri-central approach consider that students and ...