27.900, Review: Applied Ling; Socioling: Bayyurt, Akcan (2015)

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Subject: 27.900, Review: Applied Ling; Socioling: Bayyurt, Akcan (2015)

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Date: Thu, 18 Feb 2016 14:41:41
From: James Corcoran [james.corcoran at utoronto.ca]
Subject: Current Perspectives on Pedagogy for English as a Lingua Franca

 
Discuss this message:
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Book announced at http://linguistlist.org/issues/26/26-1488.html

EDITOR: Yasemin  Bayyurt
EDITOR: Sumru  Akcan
TITLE: Current Perspectives on Pedagogy for English as a Lingua Franca
SERIES TITLE: Developments in English as a Lingua Franca [DELF] 6
PUBLISHER: De Gruyter Mouton
YEAR: 2015

REVIEWER: James Corcoran, University of Toronto

Reviews Editor: Helen Aristar-Dry

SUMMARY

With the introduction of its own academic journal (JELF) and the development
of multiple corpora (VOICE; ELFA) over the past decade and a half, ELF has
become a highly visible paradigm, movement, and area of investigation
(Jenkins, Cogo & Dewey, 2011; Sifakis, 2014). Foundational English as a Lingua
Franca (ELF) scholars such as Seidlhofer (2011), Jenkins (2014), and Mauranen
(2012) propose that a dynamic understanding of language use (and language
teaching) should be based more closely on how English is actually used as a
global lingua franca by (mostly) those labeled as non-native English speakers
(NNESs). As part of the “Developments in English as a Lingua Franca” series,
“Current Perspectives on Pedagogy for English as a Lingua Franca” builds on
this proposal and fills a gap in applied linguistics literature by presenting
“what we as teachers, teacher educators, developers, and scholars need to
consider in the education of future users of English as a Lingua Franca” (p.
7). In the introduction, Bayyurt & Ackan (eds.) forcefully argue that, while
ELF studies have grown exponentially over the past decades (Baker, 2015),
particularly in the description and analysis of ELF use, there is “little
consensus concerning the implications for ELF pedagogy” (p. 1). Thus, this
volume, aimed primarily at EFL teachers and teacher educators (but also at
researchers), aims to raise awareness of ELF pedagogy in order to stimulate
deeper understanding(s) of the connections between ELF issues and practice and
policy in English language teaching and language teacher education. Each of
the volume’s four sections is summarized and evaluated in this review.

SECTION 1: TEACHING & LEARNING

“Adjusting pedagogically to an ELF world: An ESP perspective” by Lynne J.
Flowerdew

Flowerdew describes her teaching experiences preparing multilingual graduate
students in Hong Kong for writing grant proposals. Highlighting students’
tensions surrounding ELF use in academic writing, Flowerdew discusses the
pedagogical potential of using ELF examples from corpora (e.g. MICUSP) to
stimulate in-class discussion of the politics and acceptability of
non-standard language use. She suggests the need for English for
academic/specific purposes educators in adapting their teaching to better
consider use of ELF from multilingual scholars. In considering how far the
boundaries of ‘legitimate’ English use in genre-specific academic writing can
stretch, Flowerdew wonders how and whether ‘gatekeepers’ (particularly NES
ones) are ready to consider accommodating to ELF (see also Mur Dueñas, 2013;
Paltridge, 2015). 

“Integrated practice in teaching English as an International language
(IPTEIL): A classroom ELF pedagogy in Japan” by Nobuyuki Hino & Setsuko Oda

Hino & Oda describe the potential and limitations of an Integrated Practice in
Teaching English as an International Language (IPTEIL) approach in
undergraduate Japanese university classrooms. The authors compare and contrast
an English as an international language (EIL) vs. World Englishes (WE)
approach, suggesting the benefit(s) of including explicit discussion of actual
language use unhinged from nation-based Englishes when teaching practical
communication skills.  

“A pedagogical space for ELF in the English classroom” by Kurt Kohn

Kohn discusses the implications of ELF research and theory on English as a
foreign language (EFL) teaching in high school classrooms in Germany.
Suggesting content and language integrated learning (CLIL) as the ideal space
for discussion of ELF perspectives and language use, the author criticizes
global ELT based on unrealistic NES norms and models. Kohn includes specific
examples of in-class and e-learning activities that develop pragmatic fluency
based on ELF norms while increasing students’ self-esteem, suggesting the
importance of such an approach in challenging SE models that ignore dynamic
variations in language use and position NNS students as deficit users of
English. 

“ELF and early language learning: Multiliteracies, language policies and
teacher education” by Lucilla Lopriore

Lopriore describes longitudinal research into ELF in primary EFL classrooms
across Europe. The author describes several features of ELF apparent in
teacher and student language use, including dropping third person –s, omission
of articles, non-standard word order, lack of s-v agreement, code-switching,
etc. Lopriore suggests findings show that this language use is seen as
deficient across stakeholder groups, suggesting little awareness of ELF among
student, teachers, and parents. She argues that there is a need for increased
awareness of ELF features among teachers and teacher educators in order to
produce curricula that better correspond to actual language use. 

SECTION 1 EVALUATION

Flowerdew’s engaging essay – which includes useful pedagogical suggestions for
English for academic purposes (EAP) instructors working with multilingual
graduate students – alludes to how including ELF issues in ELT (in this case
EAP) pedagogy raises tensions between the apparent need for adaptation of
teaching and learning to ELF and the need to provide students with skills to
successfully navigate contexts where traditional standard English (SE) and
native speaker (NS) norms must be recognized and/or adhered to.  It should be
noted that this type of instruction could be greatly facilitated by use of the
recently completed Writing of English as a Lingua Franca (WrELFA) corpus. The
recurring theme of tensions between NS and SE norms is widely addressed
throughout this volume without consensus on how to balance the need to
recognize and incorporate dynamic variation with existing language norms.
While Lopriore (pan-European) adds a strong argument for the need to normalize
ELF interactions in elementary classrooms across Europe, Kohn provides the
strongest argument in highlighting the inadequacy of NS norms and the effect
of such norms and resulting views of language use on NNS teachers. These
back-to-back essays serve to highlight the different approaches researchers
take in advocating for greater equity in English language teaching (increasing
awareness versus a more aggressive approach aimed at addressing social
relations of power). Overall, Section 1 includes contributions that, while
potentially interesting and engaging for language teachers, scholars, and ELF
researchers, are at times difficult to digest as presented due to the
differing geo-linguistic and institutional contexts (e.g. Chinese graduate EAP
focused on grant writing followed by Japanese undergraduate computer assisted
language learning followed by German high school CLIL, etc.). 

SECTION 2: TEACHER EDUCATION

“Evolving a post-native, multilingual model for ELF-aware teacher education”
by Andrew Blair

Blair discusses a recent investigation of MA teacher education programs in the
UK. The author outlines how MA candidates show simplistic understandings of
‘proper’ English and insufficient awareness of the dynamic nature of language
use. He suggests these findings point to a need for teacher education that
encourages ELF perspectives and demonstrates a “post-native model of language
pedagogy” (p. 98) that reflects the sociolinguistic realities of global
language use. Blair suggests operationalization of such an approach via
reflective learning diaries, links between discussion of pedagogical goals and
ELF, and challenging key ELT constructs and assumptions. 

“Bringing new ELT policies and ELF to teacher training courses” by Luísa
Azuaga & Lili Cavalheiro

Azuaga & Cavalheiro present results from a case study into pre-service teacher
education at five universities across Portugal. The authors suggest
overwhelming evidence that teachers are tied to ideals and hierarchies
associated with a NS model of language use. They further suggest that these
results point to the problematic nature of policies and materials based on
such models, including the Common European Framework of Reference for
languages (CEFR). The authors then argue for language teacher education that
attends to ELF issues by developing language teachers who are aware of
language variation as well as its creative potential.

“Time to wake up some dogs! Shifting the culture of language in ELT” by Martin
Dewey

Dewey describes results of an ongoing investigation into teacher beliefs
regarding ELF among MA TESOL students in the UK. The author argues that survey
results demonstrate the pervasive nature of NS norm-based teacher education
and language learning, suggesting a large cultural shift that challenges this
ideological model. He argues for a more critical teacher education that
prepares teachers to consider language use as a dynamic social practice rather
than a static, abstracted system. While forcefully arguing for a critical
approach to language teacher education, Dewey warns that such a shift in
perspective will likely be slow to take hold and should be carried out in
collaboration with teachers. 

“Re-considering the language teacher education programs in Turkey from an ELF
standpoint: What do the academia, pre-service, and in-service teachers think?”
by Dilek Inal & Ezra Özdemir

Relaying results from an investigation into perceptions of varying
stakeholders in Turkish teacher education, Inal & Özdemir report that less
experienced teachers are more accepting of an ELF approach and more critical
of NS norms. The authors suggest this disparity may be due to the advantages
accrued by more entrenched stakeholders in upholding standard or conservative
language norms. They point to the potential of including ELF as an independent
subject of study in teacher education programs as a way of inspiring reform in
Turkish ELT.

“Drawing upon Greek pre-service teachers’ beliefs about ELF-related issues” by
Areti-Maria Sougari & Roxani Faltzi

Sougari & Faltzi report findings from a survey study into Greek pre-service
teacher beliefs regarding ELF. The authors point to a greater openness to ELF
perspectives of those candidates with prior intercultural experiences, an
overall preoccupation across candidates with the formal properties of English,
and widespread confidence and comfort among candidates with their accents and
overall L2 proficiency levels. Based on these findings, the authors call for
incorporating ELF awareness components into the teacher education curriculum
as a way of influencing pre-service teacher beliefs prior to entry into the
field. 

“Can we change the subject, please? A pedagogic perspective on EFL” by
Elisabeth Weber

Weber highlights findings from an investigation into stakeholder attitudes
towards NS ‘language assistants’ employed in Austrian university classrooms.
The author highlights findings demonstrating positive attitudes among students
and teachers towards NSs. Citing policies and frameworks that support such
widespread ideological beliefs (e.g. the superiority and greater authenticity
of NS communication), she suggests changes to the language assistant program
that reflect actual language use, including that by NNSs who are potentially
more experienced and appropriate users of ELF in an Austrian context.

SECTION 2 EVALUATION

Section two is the most compelling of the volume, with coherent contributions
from teacher educators and researchers across Europe. Due to the shared
contexts of pre- and in-service teacher education programs at European
post-secondary institutions, the contributions flow well into one another,
contributing to the authors’ stated goals of raising awareness of
operationalization of ELF pedagogy. As Seidlhofer claims, “change always has
to start somewhere and…the obvious place to start is in language teacher
education” (2011, p. 201). Overall, this section provides models for
curriculum that suggest how teacher education programs can attend to ‘glocal’
issues related to ELF theory and language use. In particular, Blair and
Dewey’s respective essays provide models for inducing an ideological shift in
language teacher education, one that challenges the “language ideologies
[that] create and uphold systems of power” (Godley, Carpenter & Werner, 2007,
p. 103). Other contributions demonstrate that, while increasing awareness of
ELF issues can be a central element of such a project, challenging such
pervasive ideologies can be particularly challenging across contexts.
Contributions in this section could have formed a stand-alone contribution to
ELF scholarship. Inal & Özdemir’s contentious assertion that early
introduction of ELF issues in pre-service teacher education could lead to a
greater shift in teacher beliefs is one that should be deeply considered by
teacher educators and policy makers; however these findings could get
overlooked in such a lengthy volume. 

SECTION 3: ASSESSMENT

“Reconceptualizing norms for language testing: Assessing English language
proficiency from within an ELF framework” by Kimberly Chopin

Chopin outlines and critiques the Test of Oral English Proficiency for
Academic Staff (TOEPAS), an assessment given to NNS staff at universities in
Denmark when evaluating their communicative competence and teaching ability.
She argues that the TOEPAS should be modified to better reflect norms related
to real language use of Danish post-secondary students. Taking into
consideration ELF issues, such an assessment would gravitate away from NS
norms based on natural fluency that reward ‘native speakerness’ towards norms
of evaluation based on teaching ability and intelligibility. Ultimately, the
authors wonder if such a modified TOEPAS could be used as a global assessment
for post-secondary teaching staff. 

“Engaging with ELF in an entrance test for European university students” by
David Newbold

Newbold describes the development of an assessment tool (provisionally named
Test of English for European University Students or TEEUS) aimed at evaluating
European undergraduate students’ receptive language skills. The test includes
an ELF element (authentic communication situations) the author claims is
missing from other major assessments (e.g. TOEIC, TOEFL, and IELTS) when
attempting to distinguish between CEFR levels A2, B1, and B2.  Newbold calls
for assessment measures that take into account authentic ELF communication in
Europe, one that is user-centred and norm-defocused, suggesting the TEEUS as a
potentially viable option. 

SECTION 3 EVALUATION

As Jenkins, Cogo & Dewey (2011) point out, “given that testing exerts such a
massive influence on language teaching and, hence, on spoken and written
language use, a major challenge for ELF over the next few years is to make the
strongest possible case to the large ELT examination boards that they should
start to take account of the findings of ELF research” (p. 309). The two
contributions in this section contribute to such ELF research, highlighting,
as others have done (Jenkins, 2006; McNamara, 2010) the call for modifications
of language assessment tools to better take into account actual language
use(rs). Suggestions for modification of assessment tools aimed at
multilingual university instructors (Chopin) and students (Newbold) are
important in that they demonstrate the emergence of alternative models of
assessment that challenge the hegemony of rubrics (such as that outlined by
the CEFR) based on NS norms. This section lays the framework for a potentially
larger collection of contributions focused solely on issues of ELF and
language assessment. I would have preferred to see more space dedicated to
these issues in this volume.

SECTION 4: TEACHING MATERIALS

“Beyond Madonna: Teaching materials as windows into pre-service teachers’
understandings of ELF” by Telma Gimenez, Luciana Cabrini Simöes Calvo &
Michele Salles El Kadri

In an investigation of Brazilian pre-service teacher candidates and teaching
materials, the authors evaluate how students take up ELF issues when given a
60-hour component aimed at increasing their awareness of ELF issues. Findings
point to an increased awareness of ELF use among teacher candidates but a lack
of genuine ‘unlearning’ of entrenched ELT ideas. The authors suggest
pre-service education as an ideal place for such unlearning but admit the
difficulty of such a task given time constraints as well as demand for focus
on form in teacher education programs. 

“English as a Lingua Franca and ELT materials: Is the “plastic world” really
melting?” by Domingos Sávio Pimentel Siqueira

Siqueira describes a textbook analysis investigating English language teaching
materials from three textbooks (Passages, World Pass, and Skyline). The author
concludes that such texts demonstrate what he describes as an uncritical
presentation of global English use that inculcates the learner with ideas that
elevate English language and culture. The author argues (see also Siqueira,
2010) that these textbooks continue to serve an imperialist project, both
linguistically and culturally, despite recent efforts by publishers to include
representations of English as a global or international language within
teaching materials. 

SECTION 4 EVALUATION

The final section of this volume highlights strong theoretical positions for a
more responsive production of EFL materials that better reflect authentic
language use as well as a more critical teacher education pedagogy focused on
‘critically’ engaging with and utilizing teaching materials in the EFL
classroom. In an excellent contribution once again supporting the potential of
addressing ELF issues in teacher education programs, Gimenez et al. provide
useful suggestions for how a more critical approach could be realized in
Brazilian pre-service teacher education programs and beyond. Siqueira’s
contribution, while compellingly written (indeed I agree with much of his
premise), provides insufficient empirical evidence to support his strong
conclusions (i.e. that teaching materials are part of a larger implicit
imperialist project to acculturate the global masses in favor of English
values and interests). Siedlhofer’s (2011) suggestion that “what is crucial is
not WHAT [my emphasis] teaching materials are used but HOW [my emphasis] they
are used” (p. 201) rings even more true after reading these two contributions.
Overall, this section provided a much needed South American perspective;
however it read as more of an afterthought to the European contributions in
previous sections. 

FULL VOLUME EVALUATION

“ELF empirical work and theoretical discussions have raised profound questions
about current principles and practices in ELT…the pedagogical implications of
ELF should include key areas like knowledge base of language teachers,
language syllabus, approaches and methods, language assessment, and, of
course, teaching materials.” (Jenkins, Cogo, & Dewey, 2011). The reviewed
volume highlights how ELF issues are being taken up by global language
teachers and teacher educators in these myriad areas related to English
language teaching (ELT). A recurring theme throughout the volume is the need
for broad reconceptualization of language in relation to ELT, a
reconceptualization more in line with the potential of language use rather
than its limited form(s) as understood by many practitioners and educators in
the field. This volume succeeds in its goal of stimulating greater awareness
of ELF issues in varying contexts, suggesting most convincingly in the
‘teacher education’ section how such a reconceptualization is ideally
instigated in teacher education classrooms and programs where we, as teacher
educators, can forward “a framework [ELF focus] that would privilege process
over form and awareness over certainty, and it would treat knowledge of
language and knowledge about language as equally important” (Seidlhofer, 2011,
204-5). Such a framework would logically, as Jenkins (2006) suggests, “abandon
the native speaker as the yardstick and…establish empirically some other means
of defining an expert (and less expert) speaker of English, regardless of
whether they happen to be a native or nonnative speaker” (p. 175). 

Some serious questions arise, however, from this volume in relation to the
epistemological, ontological and theoretical underpinnings of ELF. For
example, how does ELF compare and contrast with other understandings of
‘global’ English such as EIL and WE? Certain contributions in this volume
explicitly denote differences in such understandings (e.g. Flowerdew) while
others seem to somewhat conflate them (e.g. Chopin). Further, many of the
contributions in this volume take a strong position on the ethical imperative
for considering ELF as part of an anti-hegemonic project aimed at addressing
asymmetrical relations of power in ELT (e.g. Dewey) while others seem to
suggest that the goal of ELF-inspired pedagogy should be simply to raise
awareness of the dynamic nature of language use and its resulting variations
among NNS users (e.g. Sougari & Faltzi). Moreover, while there is ample
discussion of ELF in relation to issues of equity for NNSs in ELT, there is
little discussion of ELF in the face of the consequences of the spread of
English (and ELT) on global linguistic diversity (see Phillipson, 2008).
Although Seidlhofer (2011) has suggested ELF is a call for change rather than
a new paradigm, contributions in this volume suggest a continued ontological
and epistemological uncertainty among its proponents. 

Rather than providing answers to theoretical debates about the nature and
objective(s) of ELF, this volume presents diverse perspectives potentially
useful for stimulating critical reflection surrounding ELF issues; it is well
placed to serve as a potential resource for both researchers and, importantly,
teacher educators looking to introduce a critical angle to their curricula,
whether to stimulate greater awareness of ELF or to show connections between
language use (including ELF) and local/global relations of power. Both of
these approaches for using this volume as a teaching tool, I would argue, can
serve to increase awareness of and address inequity in global ELT. However, I
would argue that this volume is ideally used by teacher educators in
in-service MA programs where teachers have both previous classroom experience
and a greater understanding of language teaching pedagogy.

As suggested by the diverse global perspectives presented in this volume, a
project of increasing awareness of ELF and related issues for ELT pedagogy is
most certainly a global endeavor that must be taken up in all contexts,
including those understood as ‘centre’, ‘periphery’, or ‘semi-periphery’ ones.
However, this volume is highly Eurocentric, failing to include sufficient
global perspectives, with no contributions from Africa and North America and
few from Asia and South America. Surely, as Blair and Dewey suggest in their
contributions, the project of increasing awareness of ELF issues and
incorporating such perspectives in ELT globally includes doing so in centre
contexts (e.g. North America) as well? When reading the excellent
contributions throughout this volume, I was left wondering about how I would
insert ELF issues in my teacher education classroom and curricula in Canada
given the expectations for teachers to meet particular norms (many of which
are based on language ideologies surrounding ideal language use(rs) (see Cook,
2001; Moussu & Llurda, 2008; Phillipson, 1992). In my experience, many
multilingual language teachers are concerned with their ability to establish
and maintain credibility in a profession that values (perhaps to a lesser
extent all the time) NS norms and models. The big question for those looking
to insert ELF materials into their teaching or teacher education is, how can I
provide enough space to challenge such ideological norms (and the resulting
social and economic inequity) while concurrently attending to student and
teacher communicative and professional needs?

Ultimately, this volume is an excellent contribution to a growing body of
empirical studies focused on ELF pedagogy and includes many contributions that
provide concrete examples potentially useful for teachers and teacher
educators. More such volumes would be welcome in Applied Linguistics,
particularly those that address the connections between ELF and inequity in
global ELT (Dewey, 2012; Seidlhofer, 2011; Sifakis, 2014; Widdowson, 2012).

REFERENCES

Baker, W. 2015. Culture and complexity in English as a Lingua Franca:
Re-thinking 
competences and pedagogy in ELT. Journal of English as a Lingua Franca, 4(1),
9-30.

Cook, V. 2005. Basing teaching on the L2 user. In E. Llurda (ed.) Non-native
language 
teachers: Perceptions, challenges, and contributions to the profession, 47-62.
New York: 
Springer.

Dewey, M. 2012. Towards a post-normative approach: Learning the pedagogy of
ELF. Journal of English as a Lingua Franca, 1(1), 141-370.

Godley, A., Carpenter, B. & Werner, C. 2007. “I’ll Speak in Proper Slang”:
Language 
Ideologies in a Daily Editing Activity. Reading Research Quarterly, 42(1),
100-131.

Jenkins, J. 2006. The times they are (very slowly) a-changin’. ELT Journal,
60(1), 61-2. 

Jenkins, J., Cogo, A. & Dewey, M. 2011. Review into development in research
into English as a Lingua Franca. Language Teaching, 44(3), 281-315.

Jenkins, J. 2012. English as a Lingua Franca from the classroom to the
classroom. ELT Journal, 66, 486-494.

Jenkins, J. 2014. English as a lingua franca in the international university:
The politics of academic English language policy. London: Routledge.

Llurda, E. 2009. Attitudes toward English as an international language: The
pervasiveness of native models among L2 users and teachers. In Farzad Sharifan
(ed.), English as an international language: Perspectives and pedagogical
issues, 119-143. Clevedon: Multilingual Matters.

Mauranen, A. 2012. Exploring ELF. Academic English shaped by non-native
speakers. Cambridge: Cambridge University Press.

Moussu, L. & Llurda, E. 2008. Non-native English-speaking English language
teachers: 
History and research. Language Teaching, 41, 316-348.

Mur Dueñas, P. 2013. Spanish scholars’ research article publishing process in
English medium journals: English used as a lingua franca, Journal of English
as a Lingua Franca, 2(2), 315-340.

Paltridge, B. 2015. Referees' comments on submissions to peer-reviewed
journals: When 
is a suggestion not a suggestion? Studies in Higher Education DOI:
10.1080/03055079.2013.818641

Pennycook, A. 2010. Language as a local practice. New York: Routledge.

Phillipson, R. 1992. Linguistic imperialism. Oxford: Oxford University Press.

Phillipson, R. 2008. Lingua franca or lingua frankensteinia? English in
European integration and globalisation. World Englishes, 27(2), 250–267.

Seidlhofer, B., & Jenkins, J. 2003. English as a lingua franca and the
politics of property. Cross Cultures, 65, 139–156.

Seidlhofer, B. 2011. Understanding English as a lingua franca. Oxford: Oxford
University Press.

Sifakis, N. C. 2014. ELF awareness as an opportunity for change: A
transformative perspective for ESOL teacher education. Journal of English as a
Lingua Franca, 3(2), 315-333.

Siqueira, D. 2012. Se o inglês está no mundo, onde está o mundo no ensino de
ingles? In: Denisen Scheyerl and Sávio Siqueira (eds.). Materiais didáticos
para o ensino de línguas na contemporaneidade: contestações e proposições.
311-354. Salvador, Brazil: Editora da Universidade Federal da Bahia.

Widdowson, H. 2012. ELF and the inconvenience of established concepts. Journal
of English 
as a Lingua Franca, 1(1), 5-26.


ABOUT THE REVIEWER

James Corcoran, PhD, is an instructor at The University of Toronto and Brock
University where he teaches courses on critical academic reading and writing,
discourse analysis, and second language acquisition theory/methodology. His
research interests include (critical) applied linguistics, academic writing
for publication (instruction), English as a lingua franca of academic
communication, and language teacher education. Having recently graduated from
the Language and Literacies Program in the Department of Curriculum, Teaching
and Learning at the Ontario Institute for Studies in Education/University of
Toronto, James is currently working on publications related to his recently
completed doctoral thesis entitled, ''English as the international language of
science: A case study of Mexican scientists' writing for publication''.





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