English as an International Auxiliary Language

Smith, Larry E.

doi:10.1177/003368827600700205

Cited by 176 publications

(107 citation statements)

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“…Such purposes for learning and using English undermine the traditional relationship that has existed between culture and the learning of English, in which the teaching of English has often involved learning about the concerns and cultures of what Kachru (1985) terms Inner Circle countries. This shift in the relationship between EIL and culture was recognized quite early by Smith (1976), who in his discussion of an international language posits several assumptions regarding the relationship of an international language and culture. Among these assumptions are that a) learners of an international language do not need to internalize the cultural norms of native speakers of that language, b) the ownership of an international language becomes "de-nationalized", and c) the educational goal of learning an international language is to enable learners to communicate their ideas and culture to others.…”

Section: Features Of English As An International Languagementioning

confidence: 99%

Toward an appropriate EIL pedagogy: re‐examining common ELT assumptions

McKay¹

2003

Int J App Linguistics

231

157

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This article argues that the teaching of English as an international language (EIL) should be based on an entirely different set of assumptions than has typically informed English language teaching (ELT) pedagogy. To begin, several defining features of an international language are described. Because these features have altered the nature of English itself, the author maintains that the pedagogy for teaching English must also change. The author then describes how two developments -a dramatic increase in the number of second language speakers of English and a shift in the cultural basis of English -have significantly altered the nature of English. These changes challenge several common assumptions of ELT pedagogy, namely that: interest in learning of English is largely the result of linguistic imperialism; ELT research and pedagogy should be informed by native speaker models; the cultural content for ELT should be derived from the cultures of native English speakers; the culture of learning that informs communicative language teaching (CLT) provides the most productive method for ELT. The article ends by positing major assumptions that should inform a comprehensive theory of EIL pedagogy.

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Section: Features Of English As An International Languagementioning

confidence: 99%

Toward an appropriate EIL pedagogy: re‐examining common ELT assumptions

McKay¹

2003

Int J App Linguistics

231

157

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“…These varieties of English being placed alongside other categories of English varietiesthe 'old' mother tongue American and British varieties, reflect the uniqueness of the nation conditions in which they arise and how they express the national culture (Brutt-Griffler, 2002;Kachru, 1990). Smith (1976) also suggests that it is not necessary for non-native speakers to speak more like the native speakers because as an international Language, English is just used as a tool by people of different nations to communicate with one another (Smith, 1987). In China, English is used more by the Chinese to contact other speakers rather than the native speakers as in the daily life Chinese people have to communicate with the people from different countries all over the world rather than the people only from the English speaking countries.…”

Section: Language Depends On Communicative Needsmentioning

confidence: 99%

China English, a Developing Variety of English

Yun¹

2013

ELLS

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Nowadays, English can be seen or heard almost everywhere in many countries including China. With the arising of the English varieties, besides British and American ones, China English is argued by some scholars that it should be regarded as a variety of English, since it takes Standard English as its core, and can be used to express certain unique things relating to the Chinese society and culture (Li, 1993). China English is different from Chenglish or Chinese English, and it carries certain culture and society characters in many aspects and hardly can be replaced. China English has some syntactic and grammatical distinctions due to the influence of the Chinese language culture (Hu, 2004).Keywords: China English, English variety, international language, culture Introduction English Becomes the International LanguageThe English language has been spreading all over the world due to the British political imperialism in the nineteen century and the American economic hegemony in the twentieth century (Crystal, 1997). English is now spoken in nearly every country and not only as a language of international diplomacy, science, business and education but also as an international language of communication in common life.Nowadays the English language is no longer the language peculiar to native speakers but a language potentially belongs to the whole of humanity (Hu, 2004). The varieties of English are increasing with the wide spreading of English in the world. British English and American English, the two major standard varieties have become two of the many varieties (Kachru, 1997); however, other varieties begin giving full play to their role with their own features of vocabulary, sentence structure and grammatical logic (Hu, 2004), such as Canadian Variety, Indian Variety, Philippine Variety etc. Just as Brutt-Griffler (2002, p. ix) suggests, "the proliferation of varieties of English is a necessary result of the development of world English". The Arise of China EnglishWith the emerging of so many more varieties of English, "China English" has been being debated more than 20 years. It was first raised in 1980 by Ge (1983), a famous Chinese linguist and lexicographer (Cui, 2006;Kirkpatrick & Xu, 2002). Ge (1983) argues that China English holds its own ground being a developing variety since China is engaged in more international issues and English is being generalized in China.Being an English lecturer in China, in this paper, I intend to discuss the inevitability and necessity of the existence of China English based on the factors pertaining to the status of English, the characteristics of China English, its contribution to English, as well as the Chinese culture and contemporary Chinese society. English in China TodayAccording to Kachru's (1997) famous three categories, presently China English belongs to the Expanding Circle, where English is learnt and used as a foreign language and is used for international communication rather than internal communication.At present, the rise of English in China is phenome...

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“…It is a context area that has generated both research (Brutt-Griffler 2002) and pedagogical implications (McKay 2002;Holliday 2005). In its role as a lingua franca, English has become de-nationalized; in other words, its use is not associated with one particular nation-state, but with the many non-native speakers of the language who use it to communicate with other speakers of English as an international language (Smith 1976). This has challenged the traditional paradigm in second language acquisition, which has been based on the concept of Interlanguage and on the notion of a clearly defined native speaker's competence.…”

Section: Context 3: English As An International Languagementioning

confidence: 99%

Dialogue in second language learning and teaching

Vitanova

2013

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The paper contextualizes the concepts of dialogue and dialogism, as outlined by Bakhtin's framework, in the fields of second language acquisition and applied linguistics. Specifically, it shows how dialogism could be applied to three distinct, but interconnected contexts: the context of immigrant second language learners, second and foreign language teacher education, and the increasingly important area of English as an international language. The paper argues that viewing language learners' and their teachers' identities as dialogic constructions and, particularly, the texts they produce as examples of active dialogic activities can help researchers and practitioners understand the active, agentive nature of the process of language acquisition better.

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English as an International Auxiliary Language

Cited by 176 publications

References 0 publications

Toward an appropriate EIL pedagogy: re‐examining common ELT assumptions

Toward an appropriate EIL pedagogy: re‐examining common ELT assumptions

China English, a Developing Variety of English

Dialogue in second language learning and teaching

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