愛知大学人文社会学研究所プロジェクト「国際英語」教育研究会

フォーラム

Forum of The Institute for Research in Humanities
and Social Sciences , Aichi University project

Toyohashi campus,
Research building,1st floor
1st- 2nd Meeting room, Aichi University☑ admission free☑ advance reservations not required※英語による発表☑ 入場無料 ☑ 申込不要
日 時：会 場：愛知大学 豊橋校舎

Forum hosts

Laura L. Kusaka: Aichi University
Anthony Young: Aichi University
April Eve Day: Aichi University
Peter Lyons: Aichi University
Daniel E. Devolin: Aichi University

Timetable
13:00～13:10
13:15～14:00
14:05～14:50
14:50～15:05
15:05～15:50

Opening
Tomokazu Ishikawa: Tamagawa University“EFL and ELFing: Friends, foes or ‘frenemies’?”Paul McBride: Tamagawa University“Overcoming ideological inertia with ELF-aware teaching practices”
BreakJames D’Angelo: Chukyo University"The World Englishes response to ELF: Too little, too late"

15:55～16:25

Panel Discussion

16:25～16:30

Closing Remarks

主 催
共 催
連絡先

愛知大学人文社会学研究所 http://taweb.aichi-u.ac.jp/irhsa/
JALT 全国語学教育学会豊橋支部 http://jalt.org/
愛知大学人文社会学研究所事務室
TEL：0532-47-4167 FAX：0532-47-4224 E-Mail：irhsa@ml.aichi-u.ac-jp

IRHSA 人文社会学研究所

ELFing Up the Classroom: Pedagogy and Materials

Abstracts

EFL and ELFing: Friends, foes or ‘frenemies’?
Tomokazu Ishikawa (Tamagawa University)
Pedagogic applications of ELF research are gaining momentum, and yet not straightforward. This is because ELF
is not a prescriptive linguistic system with a target speech community. This presentation calls for a multilingual(May 2014), transcultural (Baker 2015) and post-normative (Dewey 2012) turn in ELT, and seeks to integrate
ELF-aware pedagogy into EFL in terms of both classroom practice and students’ learning. Based on empirical
data, the presenter illustrates students’ possible benefit from ELF-aware activities in the classroom (i.e. ‘ELFing’)
as well as the importance of their own intercultural experiences.

Overcoming ideological inertia with ELF-aware teaching practices
Paul McBride (Tamagawa University)
Taking a view of literacy as contextualized social practice (Barton, 2007) and not merely as the possession oftechnical skills within a framework of declarative knowledge (Blanton, 1998), the presenter will discuss how an
ethos of corrective training in English-speaking Western TESOL (Holliday, 2005; Toh, 2016) may inhibit
curriculum development. He will outline his attempts to introduce learning experiences pertinent to lingua franca
communication, emphasizing the complementary relationship between critical awareness and ELF-awareness,and suggesting circumstances under which learners might locate, analyze, and critique examples of ELF in use.

The World Englishes response to ELF: Too little, too late
James D’Angelo (Chukyo University)
The World Englishes (WE) paradigm made its main ‘potential’ contribution to ELT by demonstrating the necessityof increasing learner exposure to new indigenized varieties of English, and via Braj Kachru’s native-speakerist‘6 myths’.

The intelligibility of English varieties also has relevance to classroom materials. Nevertheless, WE

was unable to move beyond its original construct, leaving space for ELF/EIL to fill the gap for Expanding Circle(e.g. Japan) practitioners. This paper will clarify these points, as well as present a critique of a recent effort by
WE scholars to address non post-colonial contexts, with the Buschfeld-Kautzsch EIF Model.

■ Sponsored by The Institute for Research in Humanities and Social Sciences , Aichi University■ Co-sponsored by JALT Toyohashi