An ELF-Aware Teaching Prototype for Pre-Service English Language Teachers

Joilse Prestes de Pádua Scalassara; Adriana Grade Fiori-Souza

doi:10.46230/lef.v16i3.13864

Autores

Joilse Prestes de Pádua Scalassara Universidade Estadual de Londrina https://orcid.org/0000-0002-0373-4427
Adriana Grade Fiori-Souza Universidade Estadual de Londrina https://orcid.org/0000-0001-7893-9999

DOI:

https://doi.org/10.46230/lef.v16i3.13864

Palavras-chave:

language as a social practice, english as a lingua franca, multiliteracies pedagogy, teacher education, educational prototype

Resumo

This paper presents a discussion on the development and analysis of an educational prototype focused on teaching English as a Lingua Franca (ELF) at a teacher education program at a university in southern Brazil. The prototype was developed as part of a collaborative research project that aims to integrate theoretical concepts such as language as a social practice (Johnson, 2009; Leffa; Irala, 2014; Zavala, 2018), ELF (Duboc, 2019; Duboc; Siqueira, 2020; Gimenez, 2009; Jenkins, 2015; Seidlhofer, 2001; 2005), and the Multiliteracies Pedagogy (Cope; Kalantzis, 2015; Marson; Jordão, 2022; Zapata, 2022) into the teaching-learning process. The study explores how these guiding principles materialized in the prototype and their pedagogical implications for English teacher education. Data collection included questionnaires, classroom activities, the prototype, support material developed for teacher use, and field notes. The results suggest that the prototype meets its objectives by providing a space for discussing ELF, developing language skills, and implementing teaching strategies. The study suggests that, although some adaptations are necessary, the prototype is a valuable tool for teacher education, fostering critical reflection and ELF-oriented pedagogical practice.

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Biografia do Autor

Joilse Prestes de Pádua Scalassara, Universidade Estadual de Londrina

Mestre em Letras Estrangeiras Modernas (MEPLEM) da Universidade Estadual de Londrina (UEL). Aluna especial do Programa de Pós-Graduação em Estudos da Linguagem (PPGEL/UEL).

Adriana Grade Fiori-Souza , Universidade Estadual de Londrina

Docente efetiva da Universidade Estadual de Londrina desde 1998. Doutora em Estudos da Linguagem pela mesma instituição e Mestre em Lingüística Aplicada e Estudos da Linguagem pela Pontifícia Universidade Católica de São Paulo. Atua nas áreas de formação de professores e de ensino-aprendizagem de língua inglesa. Seus interesses de pesquisa são Ensino de Inglês para Fins Específicos e Práxis Colaborativa na formação de professores.

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