Introducing English as an International Language (EIL) to Pre-service Teachers in a World English Course (original) (raw)
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IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 2018
English has been used in enormous important purposes to communicate in international level such as for academic and commerce. English as an International Language (EIL) is the use of English that enables native speakers and non-native speakers to communicate. However, there has been debate on how to teach EIL in language classroom specifically to the exposure of either the native language culture or the non-native one. This article will first define the notion of EIL before exploring the issues. Finally, this article will discuss implication on the roles of teachers regarding existing principles of EIL and student English learning
The notion of how to effectively teach English to speakers of other languages is being increasingly reconceptualized in an increasingly multilingual and globalized twenty-first century. Findings in English sociolinguistics and World Englishes (Kachru, 1985) have also led researchers to question traditional assumptions in English Language Teaching (ELT) privileging target models of the native speaker, monolingual language practices, and teaching methodologies and materials incompatible with local contexts (McKay, 2003). These assumptions also include the ideology of native speakerism (Holliday, 2006; Houghton & Rivers, 2013), viewed as a potential threat to ensuring that ELT is taught in a locally sensitive, egalitarian and contextually relevant manner. In this presentation, traditional ELT is contrasted with the pedagogy of English as an International Language (EIL) a viable alternative to teach English in today’s increasingly globalized society. These advances notwithstanding, there is still wide uncertainty among educational stakeholders as to how to translate principles of EIL pedagogy (Matsuda, 2012; McKay & Bokhorst-Heng, 2008; Renandya, 2012) into everyday classroom practices (Marlina, 2014). This presentation intends to clarify any misconceptions about the pedagogy of EIL and to demonstrate how EIL principles can be gradually incorporated into pedagogical practice through curriculum planning, classroom medium of instruction, and materials development. The presenter will draw from his experiences as a curriculum coordinator, lecturer and instructor in upper secondary and tertiary education. The presentation will also be combined with opportunities for participants to engage in reflection and discussion. The overall goal of the presentation is to provide participants with a sounder conceptualization of the pedagogical principles of EIL and incorporate them in ways that are effective and compatible with their local teaching contexts.
ELT FORUM, 2019
___________________________________________________________________ This paper is about the teaching of English. It takes into account the global role this language gains today, to reflect on how it should be taught. The main objective of it is to defend a current tendency concerning the teaching of English. In the pursuit of an appropriate pedagogy to teach English, I propose the focus on non-native speaker, since I undestand that English is a world language, spoken by a great number of people, from different cultures, what has recreated this language in many aspects. That is why this language should not be only taught based on the hegemonic cultures. The reflection proposed here is, especially, anchored on Freire´s (1996) ideas on education, mainly when he defends learner's autonomy. Thus, to teach English through an appropriate pedagogy, teachers should allow students to have ownership of it as well, but starting from a local perspective, avoiding, this way, bad feelings on the part of students.
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.
Appropriate Pedagogy to Teach English: Contemporary Tendency Focusing on Non-Native
ELT Forum: Journal of English Language Teaching
This paper is about the teaching of English. It takes into account the global role this language gains today, to reflect on how it should be taught. The main objective of it is to defend a current tendency concerning the teaching of English. In the pursuit of an appropriate pedagogy to teach English, I propose the focus on non-native speaker, since we undestand that English is a world language, spoken by a great number of people, from different cultures, what has recreated this language in many aspects. That is why this language should not be only taught based on the hegemonic cultures. The reflection proposed here is, especially, anchored on Freire´s (1996) ideas on education, mainly when he defends learner’s autonomy. Thus, to teach English through an apropriate pedagogy, teachers should allow students to have ownership of it as well, but starting from a local perspective, avoiding, this way, bad feelings on the part of students. Keywords: Pedagogy; English language; non-native
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?