Can Portuguese language policy keep up?

Abstract

This chapter discusses the intricate interplay between (Portuguese) language policy and the sociolinguistic challenges encountered in teaching English as a Foreign Language (EFL) to learners who are future English as a Lingua Franca (ELF) users. The core focus of ELF use being on intelligibility within situational speaking communities amongst speakers with different lingua-cultural backgrounds. This study reveals that the existing policies are partially outdated and hence ineffective for the learner-users present-day needs, as they are governed by the original Common European Framework of Reference (CEFR). Not enough attention is paid to making the dynamic and changing nature of English used globally more visible, highlighting an apparent divide between the sociolinguistic reality of multilingual English and policies still oriented towards English as a native language. Therefore, practical advice is also given to both prospective and in-service teachers on how they may embed ELF pedagogies within their practices despite the limitations of top-down policy changes. In this way, teachers will be empowered as agents of change in their local contexts to bring about more inclusive and effective ways of teaching the language. Considering the qualitative content analysis nature of the study, the focus of data collection was entirely document-based.