1. Achilleas Kostoulas Achilleas.Kostoulas@postgrad.manchester.ac.uk

2.  Demonstrate the relevance and usefulness of a theoretical framework (Kostoulas, in preparation)  Present a ‘thick description’ of a language school in Greece  Explore the tension between Said attitudes and Unsaid practices Kostoulas, A. (in preparation) Between Paradigms : a case study of a language school in Greece. PhD Thesis. The University of Manchester.

4. i. Paradigms informing ELT ii. Methodological tension iii. The Standard Language Ideology and English as a Lingua Franca

5.  Native Speaker use is the criterion of correctness  English is best taught mono-lingually, preferably by a Native Speaker  The learning group ideal (Communicative Language Teaching) is a universally appropriate way to teach English cf. Phillipson, R. 1992. Linguistic Imperialism. Oxford: OUP (pp. 173-218)

6.  Non-native varieties are equally valid to those of native users (e.g. Widdowson 1997)  Pedagogy should be culturally appropriate (e.g. Holliday 2005)  ELT should be politically aware (e.g. Edge 2006). Edge, J. ed. 2006. (Re- )locating TESOL in an Age of Empire, Language and globalization. Basingstoke: Palgrave Macmillan. Holliday, A. 2005. The struggle to teach English as an international language, Oxford applied linguistics. Oxford: OUP. Widdowson, H.G. 1997. EIL, ESL, EFL: Global issues and local interests. World Englishes 16:135-146.

7. Retrieved from : http://en.wikipe dia.org/wiki/File :Multy_droplets _impact.JPG

8. What? Why? How? TENSION Dominant ParadigmCritical Paradigm

9.  A ‘single monochrome standard’ is sufficient for non-native speakers (Quirk, 1985).  The Standard is prestigious; other varieties are not.  Deviations from the Standard are ‘interlanguages’ / ‘fossilized varieties’. Quirk, R. (1985). The English language in a global context. In R. Quirk & H. G. Widdowson (Eds.), English in the world: teaching and learning of language and literature (pp. 1-6). Cambridge: CUP.

10.  Do linguistically ‘pure’ communities exist any longer?  Is the Standard always helpful in communication among non-native speakers?  What about Institutionalised Varieties of English (World Englishes)?  Native speakers are a minority: can they legitimately define the Standard?

12. i. Research questions ii. Research methods

13. 1. In the context of the language school, is there methodological tension with regard to the target language variety? 2. If so, how is this tension manifested?

14. Teachers (Interviews) Learners (Questionnaires) Courseware Data Generation Content Analysis (Quantitative Data) Data Analysis ‘Thick’ description Grounded Theory (Qualitative Data)

15. i. The teachers’ perspective ii. The learners’ perspective iii. Insights from the courseware iv. How does this relate to the Said & the Unsaid?

16. S. L. I.E. L. F. Attitudes Cultural affinity to Centre Native English Speaking Teachers provide a ‘better’ linguistic model Native English Speaking Teachers tend not to be as well qualified Practices Accuracy is a priority in writingLess emphasis on accuracy in speaking Pronunciation practice a low priority in teaching

17. S. L. I.E. L. F. Attitudes English = the language spoken in England Native speakers are considered better teachers English is ‘international’, ‘very popular’, an ‘official language’ Received Pronunciation is ‘phoney’, ‘unclear because [speakers] don’t read out all the letters’,‘unnatural’ Practices Grammatical and orthographic accuracy are very important Phonological accuracy is not so important

18. S. L. I.E. L. F. Content Emphasis on grammatical accuracy: 29% of taught activities 54% of review activities Recordings Native Speaker voice actors for all parts, including those of foreigners (!)

19. S. L. I.E. L. F. Said Teacher and Learner espoused beliefs about language Emphasis on accuracy: - Corrections in written work - Grammar Tests Perceived superiority of Native Speakers Some negative views towards Received Pronunciation in anonymous questionnaires Unsaid Priority on intelligibility, not accuracy, in oral communication Lack of emphasis on phonology teaching

20. i. Methodological tension ii. Hegemony & emergence iii. Reflecting on practice

21. Needs Resources

23. Is this the way things should be? Must we stigmatize & marginalise deviations from the Standard? Is ELF pedagogy marginalised because it’s -simply- unsound?

24. Questions? Achilleas.Kostoulas@postgrad.manchester.ac.uk