This article adopts a social constructivist and developmental perspective on English as a lingua franca (ELF). On this basis and with reference to the My English condition, it explores the conflict generally perceived between non-native speaker-learners’ claim of ownership of English and their preference for Standard English target models. The conflict is shown to result from a conceptual misunderstanding caused by the conflation of Standard English as an object of linguistic description and Standard English as a cognitive, emotional and social construct by the speaker-learners themselves. With the constructivist reconciliation of ownership and target language preference, the role of Standard English in second language learning and teaching appears in a new and refreshing light.
Cited by (19)
Cited by 19 other publications
Modiano, Marko
2024. English in Europe: A research bibliography. World Englishes 43:2 ► pp. 346 ff.
Vettorel, Paola & Monica Antonello
2023. Promoting ELF awareness in Language Teacher Education and ELT practices: perspectives and challenges. Journal of English as a Lingua Franca 12:1 ► pp. 1 ff.
Foley, Joseph
2022. CLT using CEFR and EIL in Southeast Asia and East Asia in the English language classroom. RELC Journal 53:1 ► pp. 240 ff.
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2020. An Ontological Framework for English. In Ontologies of English, ► pp. 13 ff.
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Rahal, Aicha
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Sert, Sibel & Yonca Özkan
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Soruç, Adem
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Hilgendorf, Suzanne K.
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Annick De Houwer & Lourdes Ortega
2018. The Cambridge Handbook of Bilingualism,
Estacio, Aura María & Camargo Cely, Jennyfer Paola
2018. EFL Teachers’ Professional Development: Towards a counterpart of the English Language Supremacy. GiST Education and Learning Research Journal :17 ► pp. 215 ff.
Kohn, Kurt
2018. MY English: a social constructivist perspective on ELF. Journal of English as a Lingua Franca 7:1 ► pp. 1 ff.
Kohn, Kurt
2018. POA Meets ELF in Intercultural Telecollaboration. Chinese Journal of Applied Linguistics 41:2 ► pp. 244 ff.
Syrbe, Mona
2018. Evaluating the suitability of teaching EIL for the German classroom. International Journal of Applied Linguistics 28:3 ► pp. 438 ff.
Hall, Christopher J, Rachel Wicaksono, Shu Liu, Yuan Qian & Xiaoqing Xu
2017. Exploring teachers' ontologies ofEnglish: Monolithic conceptions of grammar in a group ofChinese teachers. International Journal of Applied Linguistics 27:1 ► pp. 87 ff.
Kohn, Kurt & Petra Hoffstaedter
2017. Learner agency and non-native speaker identity in pedagogical lingua franca conversations: insights from intercultural telecollaboration in foreign language education. Computer Assisted Language Learning 30:5 ► pp. 351 ff.
2012. A Review of “Lingua franca English: the role of simplification and transfer”. Language Awareness 21:4 ► pp. 387 ff.
[no author supplied]
2020. Macro Perspectives. In Lessons from Good Language Teachers, ► pp. 1 ff.
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