The Elf Debate
The elf debate is still at the back of my mind, as it often is and the other day, here at Glasgow Iatefl, Peter Medgyes, in a very well presented speech which supported the importance of learning English as a language in its own right, rather than learning a not very well defined ‘elf version’, quoted this video as an example of one reason why in real life situations we need to be able to speak ‘proper’ English.
There is so much wrong with the stereotyping of this ad, which is actually a Berlitz advert, that I’m not sure where to start, both as far as language learning is concerned and as far as stereotying the Germans… However, my point here is not the stereotyping in itself but how relevant this is to the question of ELF. The point being made here seems to be very much in favour of traditional English models although who, in their right mind, in a context such as this, would react in this way??
I, personally, keep thinking that there is a distinction to be made between ELF as the traditional researchers such as Jennifer Jenkins or Barbara Seidelhofer, and others, see it and Global English as described by david Crystal as the usage of English as a lingua franca on a global scale. There is no denying that English is a global language, and this means that it is in rather a different position from other languages perhaps that are studied with the express purpose of contributing to or integrating into L1 communities. This means, in my view, and as I have said before, that when it comes to assessment we need to take into consideration the notion that our learners need to aim for clear expression rather than to adhere to unreachable native speaker norms, which has to be taken into account in assessment. When it comes to teaching, however, there still needs to be a clear model to present in the classroom, and this is the closest native speaker variety to those learners, so that in Europe this will probably still be British English to a great extent. After all, I may, in a test situation, decide that using ‘informations’ as a countable form rather than the traditional, uncountable ‘information’ does not impede the message particularly (although it will affect the grammar and text references that go with it when writing, which may well hamper reader comprehension). So, when testing this may be acceptable but when teaching we are sulely doing our learners a disservice if we do not point out that even though many now use this word in a countable way it is, actually, uncountable. The model that is presented, in fact, is often just that: a model, and then each individual will, as they do in their own language, develop their own voice and means of expression. As Peter Medgyes also said in his presentation, this is actually not ELF but simply the way we use language.
What do you think?