ELF 5 Part 1 – Opening Plenary by Tim McNamara

Opening the conference : Music as a Lingua Franca


The ELF conference starts today in Istanbul, Turkey, at the gorgeous Bogazici University.

After a smooth registration and a few welcoming opening speeches, Professor Tim McNamara delivers his opening plenary on Assessment and ELF.

Here is a summary.

Previously, much has been written about ELF and testing.

Jenkins (2006) challenged Cambridge in resisting implications of ELF.

Taylor (2006) wrote about the difficulties and challenges with applying ELF to testing.

Leung & Jenkins have recently stressed again the importance of recognizing ELF in language testing (in press).

Critique on how criteria of language testing has acted as a roadblock has also been articulated by Seidlhofer.

e.g.

Here are some surprising descriptions in the CEF descriptions

B2       Conversation – Can sustain relationship with NS without unintentionally amusing or irritating them or requiting them to behave other than they would with a NS.

B2       Informal Discussion with Friends – Can keep up with an animated discussion between NS.

Whole section on ‘Understanding conversation between NS’ in CEFR, with no description for those of A1 level (as if to say forget about it).

Assumptions are that

–       The interlocutors are assumed to be NS

–       The responsibility for successful communication is held to lie with the NNS

–       English treated only as a foreign language, like other foreign languages (Seidlhofer, 2011)

Instead

What would ELF test look like (Harding, 2011)

–       Ability to tolerate and comprehend diff varieties of English

–       Abiltiy ot negotiate meaning

–       Ability to use Phonological features crucial for intelligibility

–       Awareness of appropriate pragmatics

–       Ability to accommodate

These are reflected in ICAO language proficiency requirements

Because international aviation is an ELF setting,

And air traffic controller communication with pilot, either of whom may be NNS.

Simultaneous communication going on between single air traffic controller and several pilots.

Recognition of ELF character of communication : compulsory requirements

1. Standard radiotelephony phraseology: Standardized set of words and phrases for use in all routine communication (restricted language)

2. Plain language:

  • The spontaneous creative and non-coded use of a given natural language used only when standardized phraseology cannot serve an intended transmission.
  • User with high prof must accommodate their uses of English
  • Use of a lot of repetition verbatim e.g. readback and hearback

ICAO’s analysis of language as a factor in fatal avaiation accidents

–       incorrect use of standardized phraseology

–       lack of plain language prof

–       the use of more than one language in the same airspace
Thus ICAO prof test policy

Criteria : Pronunciation, structure, vocab, fluency, comprehension and interactions.

If NS, then immediately highest level and not need to test

Lack of faith in validity of tests and policy

Doing the ICAO tests in

Korea:

–       Test content in multiple versions published online

–       Repeated attempts allowed until version prepared for appeared

–       All personnel now compliant

Japan

–       Professionally made test for Level 4 rejected

–       80% of personnel would lose jobs

–       Easier test used

–       All personnel now complaint

Study into miscommunication (fatal!) in Korea

–       Miscommunication due to failure of NS to adhere to ICAO policies

–       Use of fixed phrases vs spontaneous speech

–       Accent, word choice, speed of NS pilots.

–       Preference of Korean pilots for communicating with  Japanese ATCs, *(because the Japanese adhere to ICAO convention with  meticulous precision) cf problems in US,  e.g.LAX

–       Miscommunication often due to NS waffling, or lack of professional competence (he didn’t know about the adjacent airways).

–       An experienced controller is able to know what is happening with just one word.

Tim McNamara on Professional Competence affecting Communicative Effectiveness

Lack of validity with ICAO prof tests (and designers are NSs)

Strong performance criteria

–       Judging performance against real-world criteria

–       Incorporating ability for use (Hymes 1972)

–       Testing all participants (NS and NNS)

Weak performance criteria:

–       Focus on lang prof alone, narrowly conceived

–       Judging against lang criteria only

–       e.g. using ELF stimulus material in listening

–       cf Korean pilots pre for new destinations by listening to Vietnamese voices.

Tests need to:

–       Define difficulty/ability measurement continuum

–       The more challenging the task that a person can manage, the higher their ability.

–       Ability and difficulty are measured on a single scale

–       Cf high jump – ability expressed in terms of the height of the bar.

Test takers need to :

–       Negotiate

–       Deal with variation

–       Accommodate

–       Repair

–       But traditional criteria still used

–       Issue of pairing –cf diving – build in ‘degree of difficulty’?

–       Issue of distinguishing contributions of individuals for score reporting purposes.

Assessing NS Perf

–       Research on NS performance on communicative tests (Most NS can’t get 9 on IELTS)

–       Problem of requiring NS to be tested

–       Problem of motivation – hospital example – assessment of moral qualities.

Conclusion:

Thinking about testing and ELF raises broader issue in language testing: performance tests.

Cost and complexity of performance tests have seen return of indirect measures. E.g. in Pearson Test of automated assessment of speech – NS norms central

There are constructive directions in language testing research which can inform ELF testing

But change won’t happen without a struggle – we may be in for a long wait

.

At the end of his talk, Ana Mauranen says the issue of testing NSs is a valid one, so as to ensure equal starting point.

Tim McNamara answers: NS have a strong political & social advantage so do not expect them to give it up without a fight.

Another audience member asks how he seems to be talking about specific purpose testing. But what about general English testing?

His answer: We can apply specific purpose context to general context. e.g. emphasis on communicative competence, ability to accommodate with our language use and accents, etc.

And with this opening plenary, ELF5 is now in full swing…

 

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Devil’s Advocate vs Vicki Hollett on ELF

This series is inspired by a conversation between Mike Hogan and myself about examining the controversies in ELT. We wanted to consider the different positions taken by different members of the industry. However, to do so, we’d need a debate, a disagreement of sorts. And it became apparent that we either tend to agree with members of our PLN (flying creatures of the same feathers and all that), or would keep an open mind and be fairly polite and supportive of one another (that is why we tweet and blog). Seeing that, the only way to get a real debate going was to actively play Devil’s Advocate (DA).

The following debate took place as an Instant-Messaging Chat on Skype. The statements of here are of the DA and in no way represent my beliefs about teaching. This is merely a tool to spark a dialogue between you, the reader, and all those involved in this project. You can find previous instalments of DA here.

So the fifth victim on the hot seat is the lovely Vicki Hollett. 

Vicki Hollett is a business and technical English teacher, teacher trainer and author. British by birth, she now lives in the US where she is learning to speak ’merican and blogging about it here. Her friends at work say she’s now reached intermediate. Yay! She hopes ELF will be easier to learn.

Chia:  Hi Vicki! It’s a real pleasure to have you as our guest on DA today!

Vicki:  Pleasure’s all mine

Chia:  I’ve been told that you are the organiser of the BESIG pre-conference event at the IATEFL Glasgow conference this year, and the theme of the event is ELF (English as a Lingua Franca)?

Vicki: Yes, in fact I’m relying on you to come and be one of our speakers.

Chia:  Shh…I’m pretending to be DA now, so let’s keep my other identity under wraps for now…(hear the Batman theme tune in the background?) hee hee *wink*

So many people have been talking about ELF ad nauseum over the past few years, but just in case our readers don’t know what it is, would you care to explain briefly?

Vicki:  ELF stands for English as a Lingua Franca, and it’s generally used to talk about the English that’s used in communications between NNSs, because it happens to be their shared language. (It’s often used to describe conversations where NSs are present too though.)

Chia:  But whether it’s English used to chat to NSs or NNSs, it is still English, isn’t it? Why are we making such a big deal about it?

Vicki:  It raises many important questions. For example, are NS standards always the best ones to use to assess our students’ output?

And are we working smart and using precious classroom time in the most helpful ways?

Chia:  Wait…are you suggesting that there are other standards by which to assess our students’ output?

Vicki:  Well yes, I think “success” should be the standard. As in ‘Can they get the job done?’

Chia:  Surely, getting the job done means being able to speak English? And we have to teach some kind of English as an end-point, don’t we? Since English belongs to the English, isn’t it only sensible to use proper English as a standard? Plus, in order for successful communication to take place, doesn’t the learner have to speak accurately? If I say, ‘I went to the cinema tomorrow’, you would have no clue what I am saying…

Vicki: English is a means to an end for most students. The bigger goal is being able to communicate successfully with international contacts. Languages are shaped by people using them and there are more NNs in the world than NSs. But the key point here is that no, English doesn’t have to be accurate for successful communication to take place. That’s why the ELF research is so interesting.

 

Chia:  I am finding it hard to separate the use of the English language from ‘successful communication’.

People learn English so that they can communicate successfully.

We teachers are here to teach them English to enable them to do so.

How does ELF change anything?

What are you suggesting we teach to aid successful communication?

Vicki:  I think we should be trying to develop capabilities that will help them cope in very diverse settings. For example, language for building relationships and rapport, the flexibility of mind to employ empathy and see things from different points of view, and importantly the ability to accommodate and negotiate meanings…

I can’t go into much detail, but for example, raising awareness of different turn taking styles and ways in which linguistic politeness vary, checking and clarifying activities, more work at discourse rather than at sentence level, getting students to adapt messages for different audiences.

Chia:  That all sounds good. But to be honest, it’s what a good Business English trainer/Communications Coach already does. How does ELF change anything?

Vicki:  Well actually, I think we have been doing a lot that’s helpful in business English. (And there are a heck of a lot of successful ELF speakers out there, so there’s proof in a way.)

But I think some areas are lacking. Take relationship building – speech acts and functional phrases are important for that but I think they’re still often taught without context. And then there’s the issue of assessment by NS standards.

Chia:  But I think a lot of what you say really boils down to the English teacher having good idea of what enables successful communication and being able to help students with that, rather than having any knowledge of ELF and its research findings, isn’t it? What was that about letting learners drop the third person ‘s’ and dependent prepositions, and not teaching them to use weakening with the schwa? Surely that’s just bad English???

Vicki:  Not many teachers get the chance to follow their students around and see them in action using English at work, hence research is invaluable…

Re: letting the third person ‘s’ and dependent prepositions go by, it goes back to working smarter. We need to prioritise things that are going to give the biggest bang for our student’s buck. Not weakening with the schwa is interesting because it may sometimes make someone more intelligible to a NNS.

Chia:  Are you therefore saying that if dumbing down enables one to be more intelligible to other NNSs, we should be teaching a dumbed down version of English? Would it not result in ELF becoming a pidgin version of English though?

Vicki:  Actually I’m saying our students need to attain a *higher* level of skill in English. Depending on who they are communicating with, they may need to weaken that schwa or not. It’s a skill we need to be pay more attention to: callibrating for the competence of your interlocutor – so the ability to adapt your message in real time as you gather more information about your interlocutor’s knowledge of the subject and linguistic competence.

Chia:  So this ‘callibrating’ includes dumbing down one’s English then?

Vicki:  Ha! Why yes! It’s an unusual way to state it, because it’s a high level skill. For example, new English teachers often struggle with it. But the ability to grade your language so you can be understood by the person you’re talking to is a key ‘ELF’ skill.

Chia:  How can language teachers teach this though? Surely it’s a skill that one picks up through experience. I mean, some people are just naturally more sensitive to others and adapt more to them. Others just don’t listen and can’t be taught to. Is it really part of our job to teach such skills?

Vicki:  I think it poses particular challenges for teachers working with monolingual classes, but there’s still lots that can be done. Eg. performing a task once, then changing it slightly and doing it again. How did you need to adjust what you said to the new circumstance/interlocutor/context. …

Some people are better at adjusting and accommodating than others. By drawing attention to what they’re doing and offering opportunities to practise it, we can help others get better too.

And yes, absolutely it’s part of our job.

Chia:  All this skills work is probably great. But my students come to me to learn English. And by learning English, they mean they want to be taught the grammar, the lexis and the pronunciation of the English language. They say they want to learn to speak like a NS. And they often don’t feel like they are learning anything unless they are put through grammar exercises and lots of corrections. Are you then saying we should ignore what our students expect of our classes and what they want?

Vicki:  No. I think the customer is king and we should deliver what they want. …

Not only do our students have to invest money, but they also have to invest effort to learn English. It’s foolish to imagine that what we teach will necessarily be learnt. They will weigh the effort required against what they think will be most useful and be selective….

Hey, maybe that’s why so many ELF speakers leave off the third person ‘s’.

Chia:  I get that leaving out the third person ‘s’ may not be detrimental to meaning creation, but what kind of impression is that creating in the fellow interlocutor though?

If an NNS goes for a job interview, or goes on CNBC to be interviewed about their expertise, and they make a seemingly tiny error that does not affect their intelligibility, e.g ‘The government want that the economy recover more’. Although we understand what they mean, but we might not have a very good impression of them…

As much as the liberal ELF proponents would like to seek justice for the NNSs who have been discriminated against for decades, the fact of the matter is the real world is cruel, and it judges you by the kind of English you speak. Even if you are perfectly intelligible, but saying something like ‘He want that I go’ could very well cost you a job.

Vicki:  Sure, impressions can be damaged by poor English. (Particularly so with writing). But there are very proficient NNSs who can sail through a job interview or ace an advanced examination in English and never drop a third person ‘s’. But when they are mixing with other ELF speakers at an international conference, they drop it. They know the rule perfectly well. But in many contexts, the content of the discussion is what matters and adding an ‘s’ or not becomes irrelevant.

Mostly our students want to be known as decent, trustworthy and likable people – the sort you’d like to do business with. Speaking English correctly contributes to that, but some of the other things we’ve mentioned contribute more.

Chia:  So you are saying that there are times when the NNS would need to use NS-normative accurate English, and at other times, they would need to adapt and accommodate other ELF speakers. There was some research done in the field of ELF that found NNSs using the article ‘the’ in a slightly different way from NSs. It was found that ‘the’ was used in expressions like ‘the life is good’ to emphasize the noun ‘life’. But which rule of ‘the’ should the English teacher be teaching? Both? Neither? We need to teach something. And at the moment ELF research looks very much like descriptive linguistics that do not have much pedagogic implications in prescribing what we teach.

Vicki:  Oh I haven’t heard of that research, but it sounds interesting. Researchers have found NSs and NNSs using quite a few bits of language differently. “You know” is another one and ‘disagree’ and a lot of other performative verbs like ‘suggest’, ‘recommend’, ‘propose’ etc.

I think we should be teaching the usages we follow and learning about the new usages that are emerging as fast as we can.

We need to be able to provide our learners with more information so they can make informed decisions.

Chia:  I think you have offered a very fair view of the issue so far, Vicki. Teaching English is not just about discrete items of lexis or grammar, but about helping our learners to become better communicators. And to do this, we have to teach them the skills needed in interacting with our NNSs of different levels of proficiency who might come from different cultures in different contexts. Sounds like teaching ELF is in fact quite the contrary to dumbing down language. What is the opposing of ‘dumbing down’?  Hmm… Are we over-complicating the matter here?

Vicki:  I reckon that in some ways teaching ELF is about a very simple switch in thinking. When we measure students against a NS standard, we tend to wind up focusing on errors, deficiencies and pragmatic failures.

But when we flip the switch and think in terms of what works in ELF contexts, the picture get much rosier. There are new priorities and we stand a better chance of going after (and meeting) the best goals.

Chia:  Thanks for painting such a bright picture of the future, Vicki! And I thought that ELF might just mean the end of our teaching careers! Hahaha

Vicki:  Gosh I hope not!

Chia:  I hope I haven’t given you too hard a time.

Vicki:  Not at all.

Chia:  Shall we just remind everyone that the BESIG PCE is on the 19th March at the IATEFL Glasgow conference, and speaking on the topic of ELF are Vicki Hollett, Mark Powell and myself (not as DA).

Vicki:  Look forward to seeing you at the BESIG PCE in Glasgow

Chia:  Thanks so much for your time, Vicki! See you in Glasgow!

Epilogue: Vicki’s opinions are her own and do not represent any organization she is associated with. Chia was just playing DA. Contrary to Chia’s position on this blogpost, she is actually an ELF convert and will be speaking about her 5-year journey with ELF, alongside Vicki Hollett at the BESIG PCE this March at IATEFL Glasgow 2012.