<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-5927</journal-id>
<journal-title><![CDATA[How]]></journal-title>
<abbrev-journal-title><![CDATA[How]]></abbrev-journal-title>
<issn>0120-5927</issn>
<publisher>
<publisher-name><![CDATA[Asociación Colombiana de Profesores de Inglés]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-59272019000200075</article-id>
<article-id pub-id-type="doi">10.19183/how.26.2.479</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Lingua Franca Core: A Plausible Option?]]></article-title>
<article-title xml:lang="es"><![CDATA[El modelo Lingua Franca Core: ¿Una opción viable?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ugarte Olea]]></surname>
<given-names><![CDATA[Marco Sandro Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Adventista de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>75</fpage>
<lpage>87</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-59272019000200075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-59272019000200075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-59272019000200075&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract One important decision that English language teachers should make is to decide on a pronunciation model. This decision should be based not only on mere preference, but also on technical information. This paper seeks to review the Lingua Franca Core (LFC), a pronunciation model proposed by Jennifer Jenkins (1998, 2000) in an attempt to facilitate communication for L2 speakers. This paper also presents a set of reactions that her proposal has prompted in scholars in the area of teaching English language pronunciation. Such reactions are the manifestation of rejection of the LFC which is based on a number of arguments. First, there is no agreement as to the number of interactions that occur in English in L1 and L2 contexts. Thus, the predominant use of L2 speakers of English is questioned. Secondly, the advantage of the intelligibility of non-native speakers over native speakers in interaction with other non-native speakers is also subjected to scrutiny. Finally, a special focus on implications for the L1-Spanish-speaking learner of English is proposed, as well as for English language teachers who teach pronunciation. For instance, a series of issues which could facilitate the learner" s workload is discussed. One the other hand, the implementation of the LFC implies that the amount of work to be done by the teacher would be drastically increased. This necessarily entails a disadvantage in terms of both time and teaching materials to be allocated by the English Language Teaching (ELT) professional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Una de las decisiones importantes que debe tomar el profesor de lengua extranjera tiene relación con el modelo de pronunciación que este adoptará. Tal decisión debiera basarse no solo en una mera preferencia, sino también en información de carácter técnico. Este trabajo es una revisión del Lingua Franca Core (LFC), un modelo de pronunciación propuesto por Jennifer Jenkins (1998, 2000), el cual intenta facilitar la comunicación para aquellos hablantes del inglés como L2 y las reacciones que su propuesta ha desencadenado en académicos en el área de la enseñanza de la pronunciación de la lengua inglesa. Tales reacciones son la manifestación del rechazo al LFC, lo cual se basa en una serie de argumentos que aquí se detallan. En primer lugar, no se ha llegado a un acuerdo en cuanto al número de interacciones que ocurren en los contextos de inglés como L1 y L2. De esta forma, la ventaja -en cuanto a la inteligibilidad de hablantes no nativos por sobre los nativos en interacciones con otros no nativos- también se ve sometida a cuestionamiento. En segundo lugar, se da cuenta sobre la ausencia de detalles tanto fonéticos como fonológicos del LFC, entre otros argumentos. Finalmente, se hace hincapié en las implicancias para el aprendiente hispanoparlante de inglés como L2, así como para los profesores de pronunciación inglesa. Por ejemplo, se discute una serie de asuntos que pudiesen facilitar el esfuerzo del aprendiente. Por otra parte, la implementación del LFC implica que el trabajo realizado por el profesor aumentaría en forma drástica. Esto necesariamente conlleva una desventaja tanto en términos de tiempo como en el material que el profesional de la enseñanza del inglés debe utilizar.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[ELT]]></kwd>
<kwd lng="en"><![CDATA[pronunciation]]></kwd>
<kwd lng="en"><![CDATA[pronunciation models]]></kwd>
<kwd lng="en"><![CDATA[intelligibility]]></kwd>
<kwd lng="en"><![CDATA[Lingua Franca Core, language teachers]]></kwd>
<kwd lng="en"><![CDATA[L2 speakers]]></kwd>
<kwd lng="es"><![CDATA[ELT]]></kwd>
<kwd lng="es"><![CDATA[pronunciación]]></kwd>
<kwd lng="es"><![CDATA[modelos de pronunciación]]></kwd>
<kwd lng="es"><![CDATA[inteligibilidad]]></kwd>
<kwd lng="es"><![CDATA[Lingua Franca Core, profesores de lengua]]></kwd>
<kwd lng="es"><![CDATA[hablante de segunda lengua]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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