Asian Englishes How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective (original) (raw)
Related papers
Asian Englishes, 2020
In response to the calls to incorporate the changing sociolinguistic reality of English in classroom practices, textbooks can serve as a powerful tool for equipping learners with knowledge of world Englishes and intercultural communication skills. This article explores the extent to which a set of locally produced English textbooks in Vietnam have oriented towards the English as an international language (EIL)-informed pedagogy and prepared students to use English for intercultural communication. The findings indicate that despite the fact that international communication may involve abroad spectrum of global English users, the books tend to focus merely on preparing students to use English for communication with Anglophone English users, thus only partially meeting the learners' multiple communicative needs in the real world. Our findings highlight the importance of moving towards an EIL orientedapproach in ELT materials development and use, as well as promoting discourses of multilingualism and globalization, and avoiding ideological biases.
Intercultural Communication at Play in Local English Textbooks
2019
Language is considered as the carrier of cultural traditions and practices of the target language community. Thus, language and culture are intrinsically linked to each other. According to Hua (2014), while learning another language, the learners are exposed to facts, traditions and practices of the target language or second language culture. At the same time when teaching all the core language skills as Listening, Speaking, Reading and Writing, “culture is used as a pedagogic device to capture the learners’ interest or to contextualize language teaching” ( Hua, 2014, p.4). The place of culture in English as Lingua Franca is a conflicting issue because of the different contexts in which English is being used. More people use it as a Lingua France, for intercultural communication, which entails knowledge of not just the British or American culture but also a recognition and awareness of all the other cultures where English has been used and modified. Henceforth, there is a need to de...
Implications of English as an International Language for Language Pedagogy
International Journal of Higher Education, 2020
The position of the English language in the world has recently underwent an enormous shift. The global spread of English has altered its status from being a homogeneous and standard language spoken by a few powerful countries into an international language or lingua franca spoken by a wide variety of speakers around the world (Llurda, 2004). The unprecedented global demand, use, and appropriation of English as an international language (EIL) necessitates a profession-wide response to English language learning, teaching, teacher education, assessment, and policy. The international status of English and increase in the number of EIL learners require a teaching agenda that incorporates pedagogical approaches that teach English based on EIL principles (Matsuda, 2003). The current study attempts to discuss the implications of EIL on issues related to language pedagogy, such as culture and intercultural competence in EIL, native-like competence, English teachers in the EIL pedagogy, language assessment in EIL and EIL teacher education. The studies show that EIL as a means of intercultural communication in a wide range of contexts calls for a reconceptualisation of language pedagogy It is concluded that despite the extensive discussions on the role of students' first language culture for EIL learners, English textbooks and classrooms continue to rely on the target culture and ignore the students' own culture. Therefore, EIL has yet to be fully incorporated language education despite extensive studies that have been conducted on its role.
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.
The article concentrates on setting some specific criteria for the EIL (‘English as an international language’) classroom and raising teachers’ awareness of what is needed in order to identify and teach EIL classrooms. It starts by distinguishing between those communicative and teaching situations that are norm-bound and those that prioritise interlocutors’ mutual comprehensibility and cultural identity. On that basis, it goes on to delineate the EIL domain in norm-bound terms and suggests that teachers should also concentrate on teaching English as an intercultural language (EIcL). It subsequently addresses the following questions: What are the defining characteristics of an EIL/EIcL situation? How can a teacher identify such a situation and by what means can this be done? To what extent are EIL/EIcL situations similar to or different from other ESL, EFL, or more general ESOL situations? Are all EIL/EIcL situations around the world the ‘same’ and, if not, to what extent are they similar/different? To what extent do learners’ and teachers’ attitudes towards English, language learning and their own national, cultural and personal identity matter in EIL/EIcL learning/teaching?
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 (
The article concentrates on setting some specific criteria for the EIL (‘English as an international language’) classroom and raising teachers’ awareness of what is needed in order to identify and teach EIL classrooms. It starts by distinguishing between those communicative and teaching situations that are norm-bound and those that prioritise interlocutors’ mutual comprehensibility and cultural identity. On that basis, it goes on to delineate the EIL domain in norm-bound terms and suggests that teachers should also concentrate on teaching English as an intercultural language (EIcL). It subsequently addresses the following questions: What are the defining characteristics of an EIL/EIcL situation? How can a teacher identify such a situation and by what means can this be done? To what extent are EIL/EIcL situations similar to or different from other ESL, EFL, or more general ESOL situations? Are all EIL/EIcL situations around the world the ‘same’ and, if not, to what extent are they similar/different? To what extent do learners’ and teachers’ attitudes towards English, language learning and their own national, cultural and personal identity matter in EIL/EIcL learning/teaching?
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.