Principles of the ‘Lingua Franca Approach’ and their implications for pedagogical practice in the Iranian context

Authors

1 PhD Candidate of TEFL, Department of English, Faculty of Languages and Foreign Literature, Payam Noor University, Tehran, Iran.

2 Professor of English literature, Department of Economy, Language and Social Studies, Østfold University College, Halden, Norway.

Abstract

Abstract
The last thirty five years have created a challenging situation for Iran and its people: on the one hand, the discriminatory British and American policies towards the country have given rise to considerable bitterness; on the other, we continue to teach both British and American English. If Iranian people wish to play a more active role internationally, it is time to review our English language teaching policy, practices and pedagogy. This paper focuses on one particularly effective approach, namely English as a Lingua Franca (ELF). It addresses six important principles of ELF and their potential in relation to the present cultural and teaching situation in Iran, focusing on the position of the native speaker and the importance of mutual intelligibility, intercultural competence, the importance of training local multilinguals, the value of lingua franca contexts as learning environments, the difference between spoken and written English, and the adaptation to the Iranian context of assessment procedures. Our paper ends with a brief discussion of the implications for pedagogical practice of the use of the Internet, including the use of blogs in the ELF classroom.

Keywords: ELF, ELF principles, Elf in Iranian context, the Internet

Keywords