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The Changing Face of English 
by Abdullah Coskun
- 4

Teacher Education
The ELF movement needs practicing teachers’ support to have its place in the classroom. If a change has been intended in English education, the first place to initiate the action plan is the teacher education faculties because English teachers learn how to handle the ELT profession mostly at the university. If they are educated in link with the ELF research, they can easily adapt to the changing status of English that seems to be a strong option for the future of ELT, especially in the expanding circle countries like Turkey. Teacher education programs should be restructured in accordance with the requirements of ELF, which can be summarized as follows:
1. Expose teachers (learners) to varieties of English beyond the Inner Circle;
2. Help to deconstruct the myth of the native speaker
3. Integrate methodologies that are valued in the local context and reflect students’ actual needs and interests
4. Foster language development through increased target language exposure, consciousness-raising activities, and feedback
5. Encourage collaboration between local and outside experts
6. Instill in participants the value of on-going reflective practice and lifelong learning endeavors. (Snow et al., 2006)
The importance of the local teacher in curriculum development, the issue of intelligibility in English pronunciation, the types of cultural content to include in the curriculum, and the teacher education policy have been focused throughout this response paper. To conclude, in a global world where most people learn English as a Lingua Franca, English teachers should be aware of the importance of themselves as trained local non-native teachers who know that teaching pronunciation and culture should also be based on international standards, not only the native-speaker norms. 

Ahvenainen, T. (2005). Problemsolving Mechanisms in Information Exchange Dialogues with English as a Lingua Franca. Licentiate thesis. University of Jyväskylä.30 Nov 2006.

Canagarajah, A. S. (1999). Interrogating the ‘native speaker fallacy’: Non-linguistic roots, non-pedagogical results. Non-Native Educators in English Language Teaching. Ed. G. Braine. Mahwah, NJ: Lawrence Erlbaum. 77-92.

Jenkins, J. (2000). The Phonology of English as an International Language. Oxford: OUP

Jenkins, J. (2005). ELF at the gate: the position of English as a Lingua Franca. Humanising Language Teaching, 7(2), retrieved May 4, 2007 from

Snow,M.A, Kamhi-Stein,L& Brinton,D. (2006). Teacher Training for English as a Lingua Franca. Annual Review of Applied Linguistics,26, 261-281. Cambridge University Press



Abdullah Coskun is an EFL teacher at Abant Izzet Baysal University,Turkey. He has BA and MA in ELT at Abant Izzet Baysal University,Turkey and is currently a PHD candidate. He can be contacted at the following email address:

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