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Taking ELF off the shelf: developing HE students’ speaking skills through a focus on English as a lingua franca

Dippold, Doris, Bridges, Stephanie, Eccles, Sue and Mullen, Emma (2019) Taking ELF off the shelf: developing HE students’ speaking skills through a focus on English as a lingua franca Linguistics and Education, 54, 100761.

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Abstract

This paper explores, through the example of HE group work, how principles derived from English as a lingua franca (ELF) research (e.g. accommodation, strategic competence) can provide insights into the speaking demands of group work in Anglophone EMI settings which includes native speakers as well as non-native speakers. The paper maps data gathered through interviews with first year undergraduate students against Mercer et al.’s (2017) oracy framework. It shows that students draw on a combination of linguistic, cognitive, physical and social & emotional skills, many of which align with ELF principles. However, current frameworks of support for speaking demands in HE (EAP & Academic Skills) lack focus on dialogic speaking, pay little heed to ELF findings and cater for native speakers and non-native speakers separately despite their needs being similar. The paper argues that a focus on ELF can contribute to the development of speaking support which sits at the centre of students’ academic journey and encourages better interactions between native and non-native speakers.

Item Type: Article
Divisions : Faculty of Arts and Social Sciences > School of Literature and Languages
Authors :
NameEmailORCID
Dippold, DorisD.Dippold@surrey.ac.uk
Bridges, Stephanie
Eccles, Sue
Mullen, Emma
Date : December 2019
DOI : 10.1016/j.linged.2019.100761
Copyright Disclaimer : Crown Copyright © 2019 Published by Elsevier Inc. All rights reserved. © 2019. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
Uncontrolled Keywords : Higher education; Group work; English as a lingua franca; Oracy; Academic skills support; EAP
Additional Information : This work was supported by Bournemouth University: Research Development Funding, University of Surrey: Faculty of Arts and Social Sciences Pump-Priming Grant and University of Nottingham: School of Pharmacy Research Fund.
Depositing User : Diane Maxfield
Date Deposited : 17 Oct 2019 09:29
Last Modified : 28 Nov 2019 15:29
URI: http://epubs.surrey.ac.uk/id/eprint/852943

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