Current Perspectives on Teaching World Englishes and English as a Lingua Franca

The purpose of this article is to explore recent research into World Englishes (henceforth WEs) and English as a Lingua Franca (ELF),1 focusing on its implications for TESOL, and the extent to which it is being taken into account by English language teachers, linguists, and second language acquisition researchers. After a brief introduction comparing the current situation with that of 15 years ago, I look more closely at definitions of WEs and ELF. Then follows an overview of relevant [...]

Language and superdiversity

This paper explores the scope for research on language and superdiversity. Following a protracted process of paradigm shift, sociolinguistics and linguistic anthropology are well placed to engage with the contemporary social changes associated with superdiversity. After a brief introductory discussion of what superdiversity entails, the paper outlines key theoretical and methodological developments in language study: named languages have now been denaturalized, the linguistic is treated as [...]

The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact

Since its circulation in two draft versions in 1996, and especially since its commercial publication in English and French in 2001, the Common European Framework of Reference for Languages (CEFR) has come to dominate discussion of L2 curricula, the assessment of L2 proficiency, and L2 teaching and learning in Europe. Although it is widely referred to, the CEFR remains relatively little known beyond the summaries of its six proficiency levels presented in the so-called ‘global scale’ and [...]

Decoloniality and language teaching: perspectives and challenges for the construction of embodied knowledge in the current political scene

This article looks at the recent Brazilian public educational policies and the attempt to naturalize the ideology of dominant groups that are opposed to the legitimization of the epistemological diversity of marginalized groups and/or opponents of their beliefs. Based on the Freirean approach and decolonial theories (CASTRO-GÓMEZ; GROSFOGUEL, 2007; LANDER, 2005; MIGNOLO, 2009; MORENO, 2005; […]

Developing lower secondary learners’ awareness of cultural diversity through projects

In today’s highly interconnected world, contact with different cultures is increasingly frequent. The 21st century skills framework highlights social and cross-cultural skills, the importance of respecting cultural differences and communicating effectively with people from a range of social and cultural backgrounds. Considering that lower secondary learners are still developing the ability to consider diverse perspectives and that this occurs significantly in mid-adolescence, lower [...]

A framework to assess teenage learners’ performance via project work

Projects are often listed among alternative tools for assessment, especially when talking about teenagers. The reason for this seems to be clear, as project work is potentially motivating, stimulating and challenging, allowing learners to show what they can do. Besides, it generates a lot of data, and is therefore a rich tool to gather evidence of learners’ production and of learning. In this article, Leticia Moraes gives some insights on possible ways of approaching the assessment of [...]

Integrating projects into teenage classes

The idea of using project-work with teenagers is not new and it seems it will be around for a while. This popularity did not come by accident; after all, projects have a number of benefits for the learning process and for the development of the teenager as a whole. Since different schools and language institutes have different procedures, teaching beliefs and syllabus to be followed, the teaching context itself may raise different issues related to the successful implementation of projects. [...]

Racism in English Language Teaching: Autobiographical Narratives of Black English Language Teachers in Brazil

A hundred thirty years after the abolition of slavery and post-slave trade in Brazil, Black people remain the minority amongst teachers in English courses of private and public schools. This situation is tagged in their professional situation insofar as an aftermath of racism and coloniality are concerned, as I shall argue here. In this study, […]

Bilingualism in Autism Spectrum Disorder: Finding Meaning in Translation

Over the past 2 years, we have conducted a large number of clinical research evaluations in bilingual and immigrant families raising children with autism spectrum disorder (ASD). Through this work, it has become clear to us that caregivers are often left, many times at a high emotional cost, with the difficult task of deciding if […]

Bilingualism and Children with Autism Spectrum Disorders: Issues, Research, and Implications

Clinicians and educators often recommend that bilingual parents expose their children with autism spectrum disorders (ASD) to only one language, despite the fact that there is limited research on bilingualism and children with ASD. Typically, the recommended language is English, as it is the dominant language of education and treatment services. The push to use […]

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