Invited Colloquium Chairs

Martin Dewey

School of Education, Communication and Society

King’s College London (United Kingdom)

Title of Colloquium:

Challenge to Think! Engaging with ELF in Language Teacher Education and Development


Global Englishes and ELF research have made it essential for language teachers and teacher educators to reflect much more critically on resources and practices than they have had to do in the past. The role of English as a global lingua franca undoubtedly constitutes a substantial challenge to what we conventionally think about language, communication and education.

This colloquium will explore the value of adopting a critical stance on our existing conceptualization of language awareness, language proficiency and professional (pedagogic) content knowledge among ELT practitioners and stakeholders. From an ELF perspective we have seen time and again how conventional principles and practices in language pedagogy continue to be underpinned by language ideologies that predate the globalizing realities of English and may thus continue to hinder the development of an ELF informed orientation to language, language learning and language teaching. To date there has been a substantial volume of research aimed at promoting a better understanding of ELF from a classroom perspective, with studies exploring learners’ and more often than not teachers’ awareness and attitudes towards ELF, with a view to incorporating opportunities for a more ELF-informed approach to language resources, pedagogic materials and classroom methods and practices. There has also been considerable discussion of the relevance and potential impact of ELF in Teacher Education, but relatively little examination of teacher educators’ professional beliefs and practices.

The objectives of the colloquium are to bring together researchers working in a diverse array of contexts to engage in discussion and further exploration of approaches to language, materials and practices in programmes of language teacher education and continued professional development initiatives. Our primary purpose will be to build on previous work that has investigated language pedagogy from an ELF perspective and extend this by further elaborating on the impact of ELF research and debate for practising teacher educators and trainers. Where to date the focus has been principally on ELF-aware/ELF-informed language teaching, with some discussion of associated implications for teacher education, our concern will be more specifically focused on developing ELF-informed teacher educators and ELF-informed professional development.

Brief Bio:

Martin Dewey is Reader in Applied Linguistics at King’s College London. His research focuses on the globalization of English, particularly exploring the relevance of ELF in teacher education and its impact on how we conceptualize language knowledge. His research interests also include multilingualism, language ideologies and critical pedagogy. He is co-author, together with Alessia Cogo, of Analyzing English as a Lingua Franca: A Corpus Driven Investigation (Continuum 2012) and co-editor, together with Jennifer Jenkins and Will Baker, of Routledge Handbook of English as a Lingua Franca (Routledge 2018). He is editor of Journal of English as a Lingua Franca.