Rethinking Pronunciation Standards with the Lingua Franca Core

Dear NonNative Community,

Happy Sunday! We hope that you’re looking forward to the week ahead. As you reflect on your teaching practices, consider how the Lingua Franca Core might impact your approach in the coming school year. Share your thoughts and join the discussion in our forum!

Warmly,

Sefa and Courtney

The Lingua Franca Core

The concept of Native Speakerism has long dominated the field of English Language Teaching (ELT), often prioritizing native speaker norms over effective communication. Native Speakerism is the belief that native speakers of a language are inherently better models and teachers of that language, often leading to biases and discrimination against non-native speakers. Jennifer Jenkins’ Lingua Franca Core (LFC) offers a refreshing perspective that emphasizes mutual intelligibility among non-native speakers, challenging these traditional views.

Understanding the Lingua Franca Core: The LFC, developed by Jenkins (2000), focuses on pronunciation features crucial for clear communication among non-native English speakers. These features include:

• Consistent Consonant Sounds: Clear sounds like /p/, /t/, /k/ (e.g., “pat” vs. “bat”).

  • Another example: Ensuring /k/ in “cat” is distinct from /g/ in “gap”.

• Vowel Length Distinction: Differentiating long and short vowels (e.g., “ship” vs. “sheep”).

  • Another example: Pronouncing “beet” (long vowel) clearly different from “bit” (short vowel).

• Nuclear Stress: Emphasizing key words in a sentence (e.g., “I want to go to the STORE”).

  • Another example: In the sentence “She didn't say YOU stole it,” emphasizing “you” to indicate who is being addressed.

Key Points of the Lingua Franca Core:

1. Focus on Intelligibility: Ensures communication without native-like accents (e.g., Japanese and Brazilian speakers understanding each other).

   • Another example: A Chinese and a Russian speaker effectively discussing a business project in English.

2. Simplified Pronunciation Priorities: Essential features over perfecting all aspects (e.g., clear /k/ in “cat”).

   • Another example: Prioritizing the clarity of the /r/ sound in “red” to avoid confusion with “led”.

3. Flexibility and Inclusivity: Acceptable pronunciation variations (e.g., “schedule” as /ˈʃedjuːl/ or /ˈskedʒuːl/).

   • Another example: Allowing variations in pronouncing “either” as /ˈiːðər/ or /ˈaɪðər/ without correcting the student.

Intersection with Native Speakerism:

1. Challenging the 'Ideal' Native Speaker Model: Questions native speaker standards, emphasizing global intelligibility (e.g., international business negotiations).

   • Another example: Academic conferences where participants from diverse backgrounds successfully present and discuss research in English.

2. Empowering Non-Native Speakers: Validates non-native accents, fostering confidence (e.g., Spanish teacher confidently teaching English).

   • Another example: A non-native English-speaking teacher effectively teaching a literature class, emphasizing clear communication and comprehension over accent perfection.

3. Educational Implications: Creates inclusive learning environments focusing on communication skills (e.g., curriculum design prioritizing communication over accents).

   • Another example: Language courses that emphasize practical speaking skills over accent reduction.

Opposition to the Lingua Franca Core: Some critics argue that the LFC lowers standards by not striving for native-like pronunciation, which they believe is essential for full integration into English-speaking environments (Holliday, 2005). They contend that native-like pronunciation reflects a higher level of proficiency and cultural integration, which is important for both professional and social interactions.

Others suggest that focusing solely on intelligibility might neglect the cultural and social nuances of native-like proficiency, potentially leading to misunderstandings in more nuanced communications (Seidlhofer, 2011). There is also a concern that by not emphasizing native-like pronunciation, learners may miss out on the rich cultural and idiomatic aspects of the English language, which are important for deeper cultural immersion and understanding (e.g., idiomatic expressions like “spill the beans” meaning to reveal a secret).

Practical Applications and Benefits:

• Teaching Strategies: The Lingua Franca Core encourages several innovative teaching strategies:

  • Focus on Core Pronunciation Features: Emphasize clear consonants, proper vowel lengths, and correct nuclear stress. For instance, practice distinguishing minimal pairs such as “ship” and “sheep” to highlight vowel length.

  • Embrace Diverse Accents: Encourage students to maintain their unique accents while focusing on being understood. This can involve listening exercises with a variety of English accents to build comprehension skills.

  • Use of Visual Aids and Technology: Implement visual aids like phonetic charts and use language learning apps that reinforce the core pronunciation features.

  • Interactive and Communicative Activities: Design activities that require students to use clear pronunciation in practical settings, such as role-plays, group discussions, and presentations. For example, a debate where students must articulate their points clearly to be understood.

  • Peer Feedback and Self-Assessment: Encourage peer feedback on intelligibility and self-assessment exercises where students record themselves and critique their pronunciation based on clarity, not accent.

  • Integration of Authentic Materials: Use authentic materials such as podcasts, videos, and speeches from non-native speakers to expose students to a variety of English uses and pronunciations.

• Student Outcomes: Boosts confidence and communication skills in diverse settings (e.g., successful collaboration despite different accents).

  • Another example: Students from different linguistic backgrounds working together on a group project and effectively communicating their ideas.

The Lingua Franca Core may redefine English language teaching and learning by challenging Native Speakerism and promoting effective communication. Adopting the LFC in ELT could lead to more inclusive and realistic language teaching practices, ensuring learners are equipped to communicate in our globalized world.

What Do You Think? Does the Lingua Franca Core benefit or hinder the field of ELT? Does the implementation of Lingua Franca Core help address Native Speakerism?

References:

• Cogo, A. (2012). English as a Lingua Franca: Concepts, Use, and Implications. ELT Journal, 66(1), 97-105.

• Holliday, A. (2005). The Struggle to Teach English as an International Language. Oxford University Press.

• Jenkins, J. (2000). The Phonology of English as an International Language. Oxford University Press.

• Matsuda, A. (2012). Principles and Practices of Teaching English as an International Language. Multilingual Matters.

• Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford University Press.

• Walker, R. (2010). Teaching the Pronunciation of English as a Lingua Franca. Oxford University Press.