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- Rethinking speaking in ELT: where does intelligibility stand in the EFL classroom?Publication . Constantino Correia, RúbenLearning a Foreign Language (FL) is, as a rule, seen by experts as a major asset for global understanding and the mobility of people. English is found at the top of the pyramid as the number one language to achieve these goals. Nowadays, being able to express oneself intelligibly in English is decisive for students who want to thrive both academically and professionally. Indeed, the concept of intelligibility is now firmly established in the field of Applied Linguistics as one of the key factors in explaining success or otherwise in communication between interlocutors from diverse cultural and linguistic backgrounds. Accordingly, the essence of this article lies in the analysis of the communicative teaching practices of EFL teachers in Portugal and how they reflect on the learners’ speaking proficiency and intelligibility. Findings show that English continues to be taught with little regard to its real-world use, creating a gap between the learners’ needs/expectations and their true learning. Overall, the article focuses on the need for a reconceptualisation of speaking within an intelligibility frame of mind. Thus, it poses a challenge to traditional approaches to language teaching and learning practices by claiming a need to rethink approaches to learners’ oral proficiency grounded in the intelligibility principle.
- Shuttling communicative competence to the 21st CenturyPublication . Constantino Correia, RúbenThis paper examines English’s linguistic imperialism and the resulting widespread use of the language among speakers of various linguistic backgrounds. It challenges the mistaken belief that native speakers (NS) are inherently better at speaking English simply due to their birthplace. Despite the growing number of non-native speakers (NNSs), English is still taught, learned, and marketed as if primarily used for communication with NSs, on account of being based on the concept of communicative competence and deeply rooted in native-speakerism. The paper argues that it is inappropriate to project this model to NNSs and advocates a redefinition of communicative competence, in favor of language proficiency and intelligibility. The purpose of this paper is to propose a new framework for assessing spoken mastery in social and pedagogical contexts, challenging traditional views on language ownership and teaching practices. The paper will explore the implications of this new approach and provide practical recommendations for practicing teachers.