Constructing SLA differently: the value of ELF and language ideology in an ASEAN case study

Abstract

This paper examines how a designer immigrant student from Indonesia, a recipient of an ASEAN scholarship, used English as a lingua franca (ELF) with her Singaporean teacher and classmates. I illustrate how the constructs of ELF and language ideologies can bridge a conceptual gap in second language acquisition (SLA) -one which perceives any deviation from English as a native language norm in terms of error and fossilization. By drawing on classroom interaction and interview data from a year-long ethnographic study, I present an expanded view of SLA in order to better understand language acquisition dynamics in a contemporary globalized world.

Making Ethical Decisions in an Ethnographic Study

“…Since completing my study, I have shared my findings with a broader audience through several journal publications (e.g., De Costa, , , ) and presentations at conferences organized by professional organizations (e.g., TESOL, American Association for Applied Linguistics, American Educational Research Association). Publishing and presenting my work in a manner that can be understood by a wide audience has enabled me to share practical information about my study and honor the participants who so graciously invited me into their lives for a year.…”

Research tasks on identity in language learning and teaching

“…In line with this interest is a greater exploration of non-native-speaker identities (see also 2.1.2 above). For example, Cogo & Dewey (2012), De Costa (2012), Liang (2012), and H. Park (2012) have started to examine how non-native language learners develop and enact identities from an English as a lingua franca (ELF) perspective. As observed by Clark (2013), in contrast to the teaching of English as a foreign language (EFL) or English as a second language (ESL), which positions English language learners as different from and/or deficient compared to speakers of ‘standard’ English, ELF does not differentiate between native and non-native speakers of English, and views code-switching as a bilingual pragmatic resource.…”

Developing Mutual Intelligibility and Conviviality in the 21st Century Classroom: Insights from English as a Lingua Franca and Intercultural Communication

“…Pedagogical ELF discussions have underlined a need to raise learner awareness of linguistic and cultural diversity in language use (e.g., Baker, ; De Costa, , ). Specifically, to accommodate the range of communicative strategies that define ELF interactions, such users require the skills to nimbly negotiate and mediate cultural references beyond a fixed view of an English‐speaking culture, allowing them to recognize that “culture is constructed in discourse” (Galloway & Rose, , p. 160).…”