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International Perspectives on English as a Lingua Franca pp 159–175Cite as

Palgrave Macmillan

Teaching through ELF at International Post-Secondary Institutions: A Case Study at United World Colleges

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Part of the book series: International Perspectives on English Language Teaching ((INPELT))

Abstract

This chapter explores the use of English, especially in its Lingua Franca (LF) function, at United World Colleges (UWCs). UWCs are international, globally based, multilingual post-secondary schools with a standardised curriculum geared towards the International Baccalaureate (IB) diploma. Our chief focus is to describe how English is viewed and used as the main means of instruction and the main tool of social and academic interaction among students and staff at UWCs, using questionnaire survey data. We use this data to identify several key teaching and learning practices that facilitate the integration of Content and Language Integrated Learning (CLIL) through ELF in multilingual settings. This is an important area of investigation since the relationship between multilingual environments and CLIL (Juan-Garau and Salazar-Noguera 2015) and between ELF and CLIL (Smit 2010 a, b; Knapp 2011) have only recently started to be explored in depth.

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Authors
  1. Veronika Quinn Novotná
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  2. Jiřina Dunková
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Editor information

Editors and Affiliations

  1. University of Rome “Tor Vergata”, Italy

    Hugo Bowles

  2. University of London, UK

    Alessia Cogo (Goldsmiths) (Goldsmiths)

Copyright information

© 2015 Veronika Quinn Novotná Jiřina Dunková

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Novotná, V.Q., Dunková, J. (2015). Teaching through ELF at International Post-Secondary Institutions: A Case Study at United World Colleges. In: Bowles, H., Cogo, A. (eds) International Perspectives on English as a Lingua Franca. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137398093_9

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