News

On Friday, August 23, 2019, we are holding the ‘2019 CELF-ELTama Forum for English Language Teaching’ at the ELF Study Hall 2015, Tamagawa University. This joint-event, through the collaboration of the Center for ELF and ELTama, features a variety of sessions designed to promote discussion about research and practices related to ELF and English language teaching. Registration is not required, and attendance is free and open to everyone.

We very much look forward to welcoming you at this year’s event.

8/23(金) 玉川大学英語教育セミナー「2019 CELF-ELTama Forum for English Language Teaching」開催のお知らせ

8月23日(金)、玉川大学の英語学修拠点であるELF Study Hall 2015校舎において、玉川大学英語教育セミナー「2019 CELF-ELTama Forum for English Language Teaching」を開催します。今年度も昨年度に引き続き、玉川大学ELFセンターと玉川大学英語教育研究会(通称ELTama)が合同で実施します。最先端の英語教育、ELFプログラムの展開や実践内容に触れる絶好の機会となりますので、是非ご参加ください。参加費は無料で、事前申込の必要はありません。

Date & Time

Friday, August 23, 2019 10:00～16:00 *Entry 9:40～

Venue

ELF Study Hall 2015 (Building No. 25), Tamagawa University
>Campus Map

Program Summary

Plenary：
Global Englishes and transcultural communication: rethinking competences and pedagogy for ELT

Research into Global English, and particularly ELF (English as a lingua franca), has highlighted the diversity and fluidity of communicative practices in intercultural communication through English. Indeed, due to the superdiversity of ELF communication it is often not possible to clearly delineate the languages and cultures participants are ‘in-between’. Thus, the term ‘inter’ becomes problematic and, instead, transcultural communication in which linguistic and cultural boundaries are understood as transcended and transgressed may be more appropriate. From this perspective successful intercultural/transcultural communication involves the ability to make use of and negotiate multilingual resources, a variety of communicative practices and strategies, and movement between global, national, local, and emergent cultural frames of reference and practices. This is a very different conception of competence to that typically utilised in ELT with its pre-determined ‘code’ consisting of a restricted range of grammatical, lexical and phonological forms and minimal concern with the sociocultural dimension of communication. This simplistic view of communication in ELT results in essentialised perspectives that fundamentally misrepresent the processes of intercultural and transcultural communication and, thus, serve as a poor model for English language learners and users. I will argue that, in order to account for the fluidity and complexity of both intercultural and transcultural communication, a wider view of competence in ELT is needed. Alternative concepts of intercultural competence and awareness will be explicated and the implications for ELT explored. These approaches to ELT focus on conceptions of teaching, where languages and communication are viewed as variable processes rather than products. Similarly, the cultural dimensions to ELT are decentred away from Anglophone cultures towards more localised, intercultural and transcultural perspectives. I suggest that Global Englishes and transcultural perspectives on ELT better meet the current needs of English language learners and users.

CELF Research Reports

CELF concurrent sessions

Workshop：
Exploring interculturality and transcultural communication in ELT practices

This workshop aims to give participants an opportunity to discuss the relevance of the plenary themes, interculturality and transcultural communication, to their experiences of using and teaching English. We will examine examples of transcultural communication through English and discuss how such examples might be incorporated into teaching practice. We will also explore alternative conceptions of competence in ELT through the notion of intercultural awareness (ICA), outlined in the plenary, and focus on the five possible areas for developing ICA in the classroom, including: exploring the complexity of local cultures; exploring cultural representations in language learning materials; exploring cultural representations in the media and arts, both online and in more ‘traditional’ mediums; making use of cultural informants (including teachers and other students); engaging in intercultural communication both face to face and electronically. We will consider how appropriate these pedagogic aspects of ICA are to participants own teaching experiences and settings.

CELF Report

View PDF ｜ Abstracts

Enquiries

The Center for English as a Lingua Franca (CELF), Tamagawa University
e-mail：celfforum@tamagawa.ac.jp
URL：http://www.tamagawa.ac.jp/celf/

玉川大学英語教育研究会 ELTama事務局
e-mail：eltama_jimukyoku@tamagawa.ac.jp
URL：https://www.tamagawa.jp/graduate/humanities/eltama/