Voicing beliefs and dilemmas from WE- and ELF-aware reflective teacher education contexts

The social fragmentation processes due to the recent tidal migration flows, together with the diffusion of technologies and social networks, have created new sociolinguistic environments where languages are undergoing a transformative process. As a result of increasing global mobility, the sociolinguistic reality of English, and its different realisations have become much more complex and controversial than those of other languages in the world. Issues of identity, standards, proficiency levels, intercultural communication and language relevance for English language learners and teachers, demand for a paradigmatic orientation and a reconsideration of the English curriculum, teacher education, research and classroom practice. Language teacher education is a field where, according to local contexts and to pedagogical traditions, different theoretical frameworks are being used, specific approaches adopted, course components differently combined, and teachers' and trainers' espoused theories and beliefs about English are often challenged. The purpose of this presentation is to describe and discuss a World English (WE) and English as a Lingua Franca (ELF)-aware approach embedded in English language teacher education courses in Italy. The adoption of such an approach elicited teachers' awareness of changes occurring in the current status of English and induced a reflective perspective on the implications of teaching it within a moveable scenario where English teaching traditions are often challenged. The relevance of this approach will be discussed and teachers' voices from three teacher education courses will be reported as representative of emerging dilemmas and a shift in perspective.

近年来潮汐式移民流动、技术与社交网络的普及所催生的社会分化进程，构建起全新的社会语言学环境，各类语言正经历变革性的演化历程。伴随全球流动性持续提升，英语及其各类变体的社会语言学现状，已远比全球其他语言更为复杂且颇具争议。针对英语学习者与教师的身份认同、语言标准、熟练度水平、跨文化交际以及英语的语言价值等诸多议题，都亟需开展范式革新，并重新审视英语课程体系、教师教育工作、相关学术研究以及课堂教学实践。语言教师教育领域因地域语境与教学传统的差异，当前正并存着多元理论框架、特定教学路径以及差异化的课程模块组合方式，而教师与培训者所持有的英语教学理念与信念，也时常受到挑战。本次汇报旨在阐述并探讨一种嵌入意大利英语教师教育课程的、兼顾世界英语（World English，WE）与英语作为通用语（English as a Lingua Franca，ELF）的教学理念与实践路径。该路径的推行，不仅使教师们充分意识到当前英语地位所发生的变革，更促使他们以反思性视角审视：在英语教学传统常受挑战的动态语境中开展英语教学，其背后蕴含的多重意涵。本汇报将探讨该路径的实践价值，并汇报来自三门教师教育课程的教师心声，以此作为当前新兴教学困境与视角转变的典型例证。