English as a Lingua Franca in Portugal: What students want, what teachers teach

Abstract

This study seeks to show how Portuguese students and teachers view learning and using English today and how their attitudes can influence or be influenced by ELT policies and practices. It made use of two semi-structured questionnaires, one for students (N=247) and another for teachers (N=26). The subjects were part of four educational institutions – two universities and two polytechnic institutes. The methodology used in the analysis of attitudes toward the English language should be diversified, integrating several means of data collection and focusing on the identification of central aspects related to learning and teaching the language such as native and non-native varieties and cultures, native and non-native speakers’ use of English, learner’s goal, ownership of English, intelligibility of English, native and non-native teachers and motivation to learn English. Essentially, subjects displayed positive attitudes toward learning and using English as a Lingua Franca. Furthermore, most subjects viewed learning about culture positively, displayed a favourable attitude towards non-native speakers and their English, attached intrinsic value to both native and non-native teachers, and referred that the Portuguese learner should aim to become a competent user of English as an alternative to aiming to achieve native proficiency. However, at the same time they seemed to adopt a linguacentred view of English which emphasized the British variety and culture. By recognizing students’ and teachers’ attitudes toward learning and using English, this study also hopes to contribute to the ELT field by helping set approaches of investigation into the role of English as a Lingua Franca suggesting relevant areas and methodologies such as ELT in basic and secondary education, basic and secondary school teacher training programmes in universities, materials writers, teaching ESP in universities, and ELT policies for basic and secondary schools.