Capstone Project Title
English’s spread throughout the world has made it the most widely studied second language in the world and the de facto lingua franca. Though the purpose of a lingua franca is to allow speakers with varied native languages to have a common language to communicate with, there are historical and social factors such as colonialism and racism that have created inequities in the field between native English speaking teachers and their non-native English speaking teacher colleagues. This project aims to to present the conditions that led to inequities, address discriminatory practices in the field, and provide opportunities for newly minted native English speakers to recognize and mitigate their own privileges and position in the field. This project was influenced by the research and writings of Jenkins (2014, 2015), Canagarajah (1999a, 1999b), Motha (2014, 2020), and many others exploring the history, role, and impact of English as a lingua franca. The framework for the project was informed by guidelines created by The University of Toronto (2021). It is designed to be a self-guided professional development tool for Teaching English as a Foreign Language certificate graduates. The three sessions will be conducted online, providing facts about the history and current realities in the field, while asking participants to focus on self-reflection and how they can be agents for change creating a more equitable English as a lingua franca field.
ESL/ ELLs, International Teaching, Social Justice, Teachers/ Teaching
Folliard, Seamus, "The Decentering of Native English Speaking Teachers in English as a Lingua Franca Contexts" (2022). School of Education and Leadership Student Capstone Projects. 772.
School of Education Student Capstone Projects