The Pedagogy of English as an International Language (original) (raw)

Revisiting the Pedagogy of English as An International Language

RELC Journal

Another collection of writings on teaching English as an International Language?' This is precisely the type of question I anticipate scholars, researchers, teacher-researchers, teacher-educators, and language practitioners are likely to ask when reading this special issue of RELC Journal. My response to this inevitable question is 'Yes, another collection of writings on teaching English as an International Language!' It is important to acknowledge that (teaching) English as an International Language (henceforth EIL) is no longer an unfamiliar concept, perspective, or even movement to many applied linguists, teacher-educators, and language practitioners in the ASEAN region and elsewhere. (Teaching) EIL has established its presence in various English Language Teaching or Applied Linguistics journals since the 1970s. It was first introduced by the pioneer, Larry Eugene Smith (1976), in his seminal paper on English as an International Auxiliary Language, published in our very own RELC Journal. After having observed the outcomes of the unprecedented global expansion of English, the topic was revisited two decades later by prolific scholars in the field such as Brutt-Griffler (2002) and McKay (2002) who re-emphasized the need to base pedagogical practices and curriculum on the view of English as a dynamic as opposed to a static/monolithic language. Since then, we have witnessed a wealth of publications that provide language educators with the principles and practices for incorporating the pluricentricity of English into today's English language classrooms (

English as an international language: Perspectives and pedagogical issues

2009

Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. This series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times.

Review of English As an International Language: Perspectives and Pedagogical Issues

Over the past three decades, since Smith (1976) defined 'international language' as a means to communicate and interact with people from different nations, educators in English Language Teaching (ELT) and like minded scholars working in a world Englishes (WE) paradigm have challenged conventional ELT protocols which negatively interpret divergences from Standard English. These developments, of course, have been unraveling against a backdrop of globalized flows of people and languages. In light of these changes in the global landscape, the paradigm of English as an International Language (EIL) that frames this volume is a timely contribution to ELT.

English as an International Language

Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. This series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times.

A concept of international English and related issues: from'real English'to'realistic English'?

2003

The opinions expressed in this work are those of the author and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of School, Outof-School and Higher Education of the Council of Europe (F-67075 Strasbourg Cedex). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted.

World Englishes, English as a Lingua Franca, and English Pedagogy

Journal of NELTA, 2011

The global spread of English has been acknowledged and responded on different grounds for language teaching and learning purposes. The traditional classification of the role of English in language teaching and learning makes a distinction between English as a native language (ENL), English as a second language (ESL) and English as a foreign language (EFL) . English functions as a native language in countries where the language is used by a large population of people for primary daily functions, and is acquired mostly as the first language by children. The countries where English is used as native language are North America, United Kingdom, Australia, Canada, New Zealand, and South Africa. In the ESL context, English is used for a range of functions within the country and is usually one of the official languages.