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Teaching EFL Vs Teaching ELF
Teaching EFL Vs Teaching ELF
So what is the difference between teaching EFL, English as a Foreign Language, and
teaching ELF, English as a Lingua Franca?
Let’s perhaps start with the first term, teaching EFL, and look at some of the most typical
assumptions that I think a lot of us have when it comes to teaching English, and more
First of all, the focus is on conformity with a standard native speaker model. In other
words, your students are encouraged to imitate the language that ‘native speakers’. And
I say ‘native speakers’ in inverted commas because it’s not all ‘native speakers’ that we
encourage our students to imitate, but those that we perceive to be ‘native speakers’;
So in here although for shorthand I’ll just say ‘native speaker’, whenever I say that,
remember that I mean a specific group of ‘native speakers’ who speak the privileged
A second characteristic would be the fact that standard pronunciation, standard ‘native
speaker’ pronunciation is seen as the only appropriate goal for our students. I wrote
As a result, historically, in many of the published materials there has been a rather
narrow range of ‘non-native speaker’ voices. For example, in a recent study by Si (2019),
who analysed popular business English course books (such as Market Leader), only 16%
of all voices in the recordings were found to be ‘non-native speakers’. And even more
As researchers such as Matsuda point out, in published materials there are also mostly
interactions either between two ‘native speakers’ or between a ‘non-native speaker’ and
a ‘native speaker.’ This is of course despite the fact that most English users worldwide
approach is the fact that switching languages, translanguaging, code switching, to use
more linguistic terms, is seen as something negative. Now think about it: I’m sure you’ve
been in situations either in your classroom, or maybe in an exam, where a student all of a
sudden switched between languages from English maybe to their first language, or
maybe to another language that they know; and they used an expression from that
language, a word, maybe they translated an idiom from another language that they
know to English.
What would our typical reaction to that be? And I’m included in this because I’m guilty of
we see them as not using standard ‘native speaker’ language, we see they as translating
from the first language, code switching, and we see that as something negative.
In teaching EFL, there is also emphasis, or at least historically there has been a lot of
emphasis, on what is perceived as native speaker culture. I still time and time again
come up against ‘native speakers’ who will argue that they are entitled to the privilege
that they enjoy in English language teaching because of the knowledge of the target
Now another thing that happens in teaching EFL is that ‘non-native speakers’ will be
very, very rarely used as language models. If you for example want to model
Well, 99% of the time it’s going to be a standard ‘native speaker’ voice.
Finally, there is also very little discussion of the global spread of English, and its
implications for teaching and learning English, as well as of native speakerism and its
So to sum up, the EFL approach to teaching English in many of its assumptions, core
beliefs and practices is very native speakerist. It puts those perceived as ‘native
speakers’ as the only and default correct language and culture models.
And I would argue that as a result it serves to further perpetuate native speakerism
(Kiczkowiak & Lowe, 2018), or the idea that those perceived as ‘native speakers’ are
So let’s now look at the other option which is teaching ELF, teaching English as a Lingua
Franca. And let’s zoom in on some of its characteristics and how it might differ from
wrote about the principles for teaching ELF more extensively here. And also on how to
The first main difference is that when teaching ELF, the focus is on intelligibility and the
communicative skills in our classes. Here’s a lesson plan to help you do this.
Second, instead of having standard ‘native speaker’ pronunciation as the only goal that
our students should spire to, when teaching ELF, we focus on intelligibility in
and being easy to understand to a wide variety of people. You can read in more detail
speakers’ in your recordings. You can see exactly what 5 steps you should follow in this
video. But in a nutshell, you would basically want to do a needs analysis with your
students to find out who they are going to be using English with.
And just bearing the numbers in mind, that there are probably four or five times as many
‘non-native speakers’ as there are ‘native speakers’, the chances are that your students
are much more likely to interact with other ‘non-native speakers’ than they are with
those perceived as ‘native speakers’. And you really need to reflect that in your materials.
What you also want to do when you teach ELF is to have a lot of genuine interactions
between people from different countries in which those perceived as ‘native speakers’
are in a minority.
And again, this simply reflects the reality of the English language: those who speak it as
the first language constitute perhaps 20 percent of all people who use English.
Another really important difference with teaching EFL is that when we teach ELF, rather
than emphasize the target culture of those perceived as ‘native speakers’, we want to
be able to navigate their way in between a myriad of different peoples, cultures, and first
languages. Here’s more on this including a sample lesson plan you could use.
Another aspect that I think is vital as well when teaching ELF is to use non-native
speakers as models of the language. This can involve models of pronunciation, and I’ve
done another video about how you can use non-native speakers as valid models of
people can also be great models of the language for them. This can be really motivating,
because it simply shows them as well that they as second language users of English can
And finally, when teaching ELF, we need to raise students’ awareness of English as a
Lingua Franca and of native speakerism. Here are a few activities to help you do this.
If I could summarize them in one sentence, the main difference is that those perceived
as ‘native speakers’ are no longer at the center of the language, no longer seen as the
only default standard that all students should aspire to imitate; on the other hand, what’s
emphasized when teaching ELF is the global nature of the English language and the fact
If you really want to dive in deeper to teaching English as a Lingua Franca and learn how
you can help students communicate more effectively in international contexts, then
consider joining TEFL Equity Academy, where I have several teacher training courses
that will show you exactly how to teach English as a Lingua Franca and tackle native
speakerism.