English as a lingua franca in Greek language courses

Abstract

Abstract Given the increasing diversity of additional language (L2) learners in Europe, this study investigates the views and attitudes toward the use of English as a lingua franca (ELF) in learning and teaching L2 Greek among Erasmus+ participants (students and teachers) in a university setting in Greece. It further explores the pedagogical implications for L2 instruction within the Erasmus+ framework. Using questionnaires, interviews, and classroom observations, the study examines teachers’ and students’ attitudes and experiences with ELF in multilingual classrooms. Findings reveal positive attitudes toward ELF among both students and teachers, particularly during the initial stages of L2 teaching and learning. ELF is perceived as a valuable tool for fostering inclusivity, facilitating communication, and enhancing learning in multilingual classrooms. The study highlights the pedagogical benefits of translanguaging in ELF contexts, recognizing the positive impact of students’ full utilization of their linguistic resources, and argues that a mindful approach can promote plurilingualism.

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