Beyond the nativeness principle: Rethinking English language learning in the era of English as a Lingua Franca (ELF)

Abstract

Drawing from two surveys and four experiments (Lambert et al. 1960) published as Christiansen (2017, 2018a, 2018b and 2019), this presentation explores NNES ELF users’ attitudes towards learning English and measures their willingness to emulate the English of different personas. The results reveal nuanced interactions between perceived nativeness, celebrity status, and attractiveness, in particular a feeling of affinity with speakers, rather than a simple desire to emulate native speakers, which is still the unquestioned premise of many approaches. These studies highlight the limitations of the nativeness principle (see: Seidlhofer 2001, 2011; Jenkins 2007), noting the absence of a singular native English model as well as the difficulty in accurately identifying NESs. Our findings suggest that NNES ELF users may not prioritize emulating NESs and instead exhibit the propensity to emulate or mimic other ELF users who they may find attractive as models in some way. Through qualitative and quantitative analysis of survey responses from almost 500 English learners in various countries, but mostly Italy, we compare responses on reasons for learning English and attitudes towards English norms. This study will identify a shift away from NES-norm orientation towards more diverse and fluid ELF-oriented perspectives. This shift signifies a changing paradigm in English language education, recognizing the importance of diverse language variations (Widdowson 2015) and flexible models of communication in rapidly changing global contexts