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The Changing Face of English 
by Abdullah Coskun
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English has taken up a new status as the world’s lingua franca enabling English users to communicate across cultures for various purposes mostly with non-native speakers from various L1 backgrounds. Considering not only the increasing number of non-native users of English but also the learners’ purpose of learning English, there seems to be a need for a switch from EFL (English as a Foreign Language) to ELF (English as a Lingua Franca), the difference of which has been nicely pointed out by Jenkins (2004). She suggests that speakers of EFL utilize English mainly to communicate with NSs (native speakers) of English generally in NS contexts and their purpose in learning the language is to speak like a NS. On the other hand, speakers of ELF use English primarily to communicate with other NNSs(non-native speakers) from various L1 backgrounds and in NNS settings and there is no point for these speakers in trying to speak like a native-speaker. This current change in the number and the purpose of English learners in EFL settings is likely to influence some of the important curriculum components, such as the place of the local non-native teacher, intelligibility, intercultural communication and teacher education the curriculum development in ELT.

The Local Non-Native Teacher
Despite attempts to promote the non-native teacher in the ELT world, course book writers, curriculum developers, school directors, teacher educators, testing professionals and even non-native practicing teachers seem to take their stance on the side of the native-speaker whose definition has not even been agreed on yet. Therefore, it would be true to say that most teachers of English are under the bombardment of the native-speaker norms and have a tendency to hold the idea that the goal of learning English is to help students become as native-like as possible. This goal seems irrelevant in contexts where learners’ interest in learning English mainly lies on utility purposes like finding a job, having access to better education, communicating people from different language and culture backgrounds rather than integrating into the British and the American way of living. Moreover, as Canagarajah (1999) claims, non-native teachers have made up 80 percent of all the English teachers around the world and there is a growing recognition that the responsibility for implementing the curriculum and pedagogy should be given to the local teachers. Canagarajah has also rightly pointed out that local non-native teachers are supposed to know the expectations, beliefs, capabilities and assumptions of local learners and they are more aware of the importance of developing a curriculum matching with the learning culture in the community.

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