TEACHING LINGUA FRANCA ENGLISH – TEACHING THE IMPOSSIBLE?
Elwira Lewandowska
Akademia Techniczno-Humanistyczna w Bielsku-Białej Wydział Społeczno-Humanistyczny, Instytut Neofilologiihttps://orcid.org/0000-0001-5671-7340
Krzysztof Polok
Akademia Techniczno-Humanistyczna w Bielsku-Białej Wydział Społeczno-Humanistyczny, Instytut Neofilologiihttps://orcid.org/0000-0002-0283-9665
Abstract
The paper discusses the use of the English language as lingua franca English (LFE), in pedagogical activities in the language class. The first part outlines our stance that language learning cannot take place in a way that impels participants to rigidly conduct external forms, mainly because this way of organizing the didactic process clearly obscures the end goal of language learning. In the next part of the paper the scope of LFE research and a number of research dilemmas that still await solutions are pointed out. On the basis of the indicated didactic approach it was stressed out that the treatment of learning a foreign language as a lingua franca rather than as a foreign language sensu stricto may be an effective aid for a student (and often a teacher) in their collaborative efforts leading to
effective L2 learning.
Keywords:
lingua franca, foreign language, autonomous learners, teaching LFEReferences
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Akademia Techniczno-Humanistyczna w Bielsku-Białej Wydział Społeczno-Humanistyczny, Instytut Neofilologii https://orcid.org/0000-0001-5671-7340
Akademia Techniczno-Humanistyczna w Bielsku-Białej Wydział Społeczno-Humanistyczny, Instytut Neofilologii https://orcid.org/0000-0002-0283-9665
