Implications of English as a Lingua Franca in the language classroom

It has been estimated that between 1 billion and 1.5 billion people in the world speak English, with the vast majority of these being non-native English speakers (Simons and Fennig, 2017; Crystal, 2012). English has emerged as a global lingua franca, allowing many people to communicate where they once could not. This phenomenon is increasing, particularly in what Kachru (1985) termed ‘expanding circle’ countries, in which English plays no historical role. This presentation will use critical incident analysis, arising from the concept of ‘critical pedagogy’ (Tripp, 1993) to determine the advantages and challenges a shared lingua franca can bring to the EFL (English as a Foreign Language) classroom. Utilising experience from teaching in a country located in Katchru’s (1985) expanding circle – China – it will consider how the presence of a lingua franca can make it easier for EFL teachers to implement lesson plans and activities. It was found that whilst a shared lingua franca made some activities more effective in their application, a clash of cultures also rendered some activities ineffective, the exact nature of which will be discussed throughout the presentation. Crystal, D. (2012) English As A Global Language. 1st edn. Cambridge: Cambridge University Press Kachru, B. (1985) The Alchemy Of English. 1st edn. Oxford: Pergamon Press Simons, G. and Fenning, C. (2014) Ethnologue. 1st edn. Dallas: SIL International Tripp, D. (2012) Critical Incidents In Teaching. 1st edn. Abingdon: Routledge