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Learning English in Catalonia:time for an ELF-based approach?
Xavier Martin-Rubió
Universitat de Lleida
Cercle de Lingüística Aplicada
Contents
(1) Catalonia (national identity, language use & learning)
(2) ELF (alternative approach to teaching English)
(3) Post-Erasmus focus groups
(4) RQs, methodological issues ... project proposal.
1.
National allegiance and language use/ learning
Catalonia =
Autonomous Community,
nationality??
National identity and language use/learning
2004-2005 in a highschool in Lleida
Individual interviews (audio): 4 teachers and 6 students
Group interviews with students:
two in English + one in their L1s
Participant observation (one academic year)
Documentation (essays, grades, emails...)
National identity and language use/learning
clashing nationalist discourses,
beliefs (ideology) –
shared beliefs (discourses)
language choice (militancy,
banal nationalism..)
As for English ...
National identity and language use/learning
English = low presence in everyday life
Students didn't consider themselves trilingual (despite so many years of formal teaching)
Focus on grammar/correctness rather than fluency and meaningful tasks
Need for extra curricular efforts to learn the language (academies, stay abroad, intrinsic interest, TV series, gaming...)
No awareness of dual TV-system
2.
English as a Lingua Franca in language teaching
English as a Lingua Franca in language teaching
2013-2014 & 2014-2015 in Universitat de Lleida
year 1 students of “Audiovisual Communication & Journalism”
21 group interviews in groups of 6 | oral tests (15% grade)
lack of speaking opportunities in class
still grammar-oriented + need for extra efforts
mixed responses to ELF approach as a viable solution
(good idea? or lazy English?)
English as a Lingua Franca in language teaching
TASK BASED APPROACH
year 1 students of “AVC&J”
Task 1 = watch film, review orally in groups of 4, video-record + render + edit + subtitle video, upload in YouTube, comment on other reviews
Task 2 = discuss in groups of 3 idea for a short-documentary, audio-record discussions, analyze content.
3.
Post-Erasmus focus group
Post-Erasmus focus group
“Interculturality, European Citizenship and ELF” (FFI2012-35834)
Catalan Erasmus students to UK | DK | IT
mixed methods (survey + (focus groups) + (shadowing))
postFG_DK = “tirar-se a la piscina”, “perdre la por”,
actually used it for meaningful purposes
4.
RQs, methodological issues … project proposal.
RQs & methodological issues … research proposal
From micro analysis to identifying major trends
(discourse shifts...)
Based on all these findings → new approach needed.
Critical Discourse Analysis (as framework)Membership Categorization Analysis + Positioning … as analytical tools
English as a Lingua Franca in language teaching
2016-2019 PROJECT ??
year 1 students of “Business Administration”
Control group = monolingual approach, NS as role-model
Experimental group = ELF & TransL material implemented
Pre & post language test (also measuring communicative skills)
Attitudinal survey and focus groups
Hypothesis = EG as good as CG
English as a Lingua Franca in language teaching
Questions:
How could the previous data fit this project? Analyze these data using “thematic analysis”? Comparable data to produce papers?
(Hours or uni students talking in English and talking about their learning process; hours of audio-recorded interaction preparing docu; interviews with student recorded 10 years ago in their L1s) + (class sessions of EG and CG; questionnaires; tests; focus group discussions in their L1s)
