Uluslararası İngilizce ders kitaplarında İngilizce'nin ortak dil (ODİ) olarak yansıtılması ve Türkiye'de bir öğretim ortamında İngilizce öğretmenlerinin (ODİ) odaklı pedagoji farkındalığı üzerine görüşleri

Increasing recognition and conceptualisation of English as a Lingua Franca (ELF) worldwide should be reflected in language teaching at multiple levels. To that end, this present study was conducted in a Turkish higher education context to look into the ELF paradigm from three different angles, including its representation in international English coursebooks, Turkish EFL instructors' awareness of ELF, and their views on implementing ELF-oriented activities in their teaching context. To that end, coursebooks used in the research context were analysed, a questionnaire was administered to 42 Turkish EFL instructors working in the research context to investigate awareness of ELF. The quantitative data obtained from the coursebooks revealed that they failed to incorporate an ELF-oriented perspective into language teaching. Quantitative data gathered from the questionnaire showed that Turkish EFL instructors had unclear attitudes towards ELF. In line with the findings of the first two research questions, a five- week ELF-oriented teacher training was designed and conducted with seven participants. Qualitative data collected during and after the training via reflective journals and semi- structured interviews revealed some benefits (e.g., learners' gains such as increased awareness, motivation, self-confidence, participation, tolerance for different accents and cultures, enriched learning context, enhanced language learning) and various challenges (e.g., time constraints, programme of the school, focus of ELF on spoken interaction, learners' negative attitudes towards non-native accents). Lastly, results of the study were discussed in light of the relevant literature, putting forward pedagogical implications and suggestions for future research. Keywords: English as a lingua franca, Teacher education, Coursebooks