Academic Lecturers' Perceptions of English as a Lingua Franca in the Eurasian Context
IAFOR Journal of Education, cilt.14, sa.1, ss.165-188, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 14 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.22492/ije.14.1.07
- Dergi Adı: IAFOR Journal of Education
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Directory of Open Access Journals, Education Source Ultimate (EBSCO)
- Sayfa Sayıları: ss.165-188
- Anahtar Kelimeler: awareness of English as a Lingua Franca, English as a Lingua Franca, English language education, intensive English language curricula
- Marmara Üniversitesi Adresli: Evet
Özet
English has traditionally been taught as a foreign or second language. However, the rise in nonnative speakers confirms its status as English as a Lingua Franca (ELF). As universities evolve into multicultural hubs, the perception of English significantly shapes pedagogical approaches. This study investigated intensive language program curricula and materials, specifically evaluating how lecturers perceived the role of ELF within their academic contexts. While existing literature mainly targets primary and secondary education, this research incorporated cross-cultural perspectives by selecting five public university lecturers from Bulgaria, the Czech Republic, Croatia, Hungary, and Turkey. Adopting an in-depth qualitative case study method, semi-structured interviews were conducted centered on three lesson plans, each incorporating elements of various English(es). Four main themes consisting of materials, practices, exercises, and assignments were identified and analyzed using MAXQDA software. The findings revealed a geographic divergence in pedagogical preferences. Participants from Turkey, Bulgaria, and the Czech Republic demonstrated a greater inclination toward implementing ELF-oriented lesson plan, whereas lecturers from Croatia and Hungary favored a second language-oriented approach. Interestingly, despite varying levels of openness, none of the participants expressed an interest in fully adopting a purely ELF-based lesson plan. The demand for high-level academic skills and the dominance of foreign materials restricted the implementation of ELF-based practices in higher education. However, a consensus emerged on prioritizing communicative competence and diverse accents to reflect the global reality of English. This study highlighted the need for flexible curricula bridging the gap between formal accuracy and practical usage.