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 (
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