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)
Related papers
International English in Its Sociolinguistic Contexts
Routledge eBooks, 2017
In Sandra Lee McKay's (2002) practical book, Teaching English as an International Language: Rethinking Goals and Approaches, she outlines standards for teaching English as an International Language (EIL), discusses culture in teaching EIL, and suggests methods for teaching EIL, based on the requirements of an international language. In this book, McKay and Wendy D. Bokhorst-Heng go a step further by arguing that in teaching English worldwide , the particular social, political, and educational context in which English learning is taking place should be taken into account. In addition to examining the sociolinguistic contexts of presentday English use and learning, this timely book aims at exploring "how the teaching and learning of English can be undertaken in such a way as to maintain linguistic diversity while providing equal access to the acquisition of English" (p. 21). The book discusses several theoretical issues related to EIL teaching and learning and provides specific case studies from various English teaching and learning contexts.
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.