Exploring identities in the ELF class: A critical proposal

Abstract

This article critically discusses the extended role of English as a global language and the subsequent impact on the teaching of English as a lingua franca (ELF). It is pointed out that, in ELF contexts, culture cannot be ignored and that the analysis of the language of literary narratives in class could contribute to the development of students’ critical literacy and identities, as well as to the investigation of the identities put forward in literary narratives. The approach proposed goes beyond the traditional focus of language teaching on exclusively linguistic goals: the analysis of a narrative example as well as some tentative teaching proposals based on it are intended to underscore the importance of a sociolinguistic and critical orientation to ELF teaching denaturalizing the dominance of English language and culture and leaving space for the negotiation of students’ identities in class.