Native teachers, non-native teachers and ELF. Same aims, different approaches?

The spread of English used as a lingua franca (ELF) in several multilingual communicative settings and the emergence of World Englishes (WE) have inevitably impacted on the field of English language teaching (ELT) calling into question traditional notions and assumptions and highlighting the need to revisiting teachers' roles and approaches to the English classroom. In this respect a research study was carried out withing a recent PRIN project which aimed at the exploration of ELF pedagogy in the Italian school contexts. The Roma 3-unit members investigated teachers' current practices in English language classrooms, with the research objective of enhancing WE and ELF aware teaching to be implemented especially in the training of teachers involved in multilingual learning environments. Two online questionnaires were used in order to gather data from non-native English-speaking teachers (NNESTs) and English Language Assistants (CEL) – i.e. native English-speaking teachers (NESTs), to investigate current ELT practices as well as teachers' attitudes and beliefs about the current status of English both in Italian high schools and at university level. This paper aims at illustrating the findings of the survey administered to almost 80 NESTs working as language assistants in Italian universities and language centres. A 32-question survey was administered in 2017 to investigate native teachers' ELF-awareness, attitudes and beliefs, especially, in ELT current routines and concerns, models and lesson planning, material development and assessment criteria. The main results will highlight respondents' emerging identities as native teachers as well as their positions and views towards ELF-awareness and New Englishes (NE). Implications for the need to go beyond the deep-rooted discriminatory dichotomy 'NESTs vs. NNESTs' and for the reconceptualization of the role of ELT for the new societal trends will also be discussed.

通用语英语（English as a Lingua Franca, ELF）在多语种交际场景中的普及，以及世界英语（World Englishes, WE）的兴起，不可避免地对英语教学（English Language Teaching, ELT）领域产生了深远影响：它对传统教学理念与预设假设提出了质疑，并凸显出重新审视英语课堂中教师角色与教学方法的迫切需求。基于此，一项依托近期PRIN项目开展的研究，旨在探究意大利学校语境下的ELF教学法。罗马第三大学（Roma 3）研究团队对英语课堂中的教师现行教学实践展开了调研，研究目标是提升世界英语与通用语英语意识导向的教学质量，该目标尤其将在多语种学习环境中参与教学的教师培训中得到落实。研究采用两份线上问卷，分别从非母语英语教师（Non-Native English-Speaking Teachers, NNESTs）与英语语言助理（CEL，即母语英语教师（Native English-Speaking Teachers, NESTs））处收集数据，以调研意大利高中与大学阶段的现行英语教学实践，以及教师对英语现状的态度与认知。本文旨在阐述针对近80名任职于意大利高校及语言中心的语言助理类母语英语教师的调研结果。该调研于2017年开展，采用一份包含32个问题的问卷，旨在探究母语教师的ELF意识、态度与认知，尤其聚焦于英语教学的现行常规与关切点、教学模式与教案设计、教材开发及评价标准。主要研究结果将呈现受访者作为母语教师的身份认同演变，以及他们对ELF意识与新英语（New Englishes, NE）的立场与观点。本文还将探讨打破"母语英语教师与非母语英语教师"这一根深蒂固的歧视性二元对立，以及针对新社会趋势重新界定英语教学角色的相关启示。