International English in Its Sociolinguistic Contexts: Towards a Socially Sensitive EIL Pedagogy by Sandra Lee McKay and Wendy D. Bokhorst‐Heng . New York: Routledge, 2008. 209 pp. $40.00 (paper). ISBN 978‐0‐8058‐6338‐3 (original) (raw)
The Pedagogy of English as an International Language (EIL): More Reflections and Dialogues
This chapter introduces the conceptual frameworks we adopt in this book project: English as an International Language (EIL) and what it means by the pedagogy of English as an International Language. Then it discusses why it is important to have further discussions and reflections on the pedagogy of EIL. This will be followed by a review of recent literature on teaching EIL and a highlight of what have been over-discussed and/or under-researched -which are the 'gaps' that this edited volume aims to address. Thereafter, it explains how the edited volume is structured and how each chapter addresses the gaps.
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.
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 (
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.
http://www.multilingual-matters.com/display.asp?K=9781847690487 Building on both Western and Asian theoretical resources, the book examines how EIL teachers see themselves as professional and individual in relation to their work practices. It reveals the tensions, compromises, negotiations and resistance in their enactment of different roles and selves, especially when they are exposed to values often associated with the English-speaking West. The ways they perceive their identity formation problematise and challenge the seemingly dominant views of identity as always changing, hybrid and fragmented. Their experiences highlight the importance of the sense of belonging and being, connectedness, continuity and a coherent growth in identity formation. Their attachment to a particular locality and their commitment to perform the moral guide role as EIL teachers serve as the most powerful platform for all their other identities to be constructed, negotiated and reconstituted.