Implementing EIL Paradigm in ELT Classrooms: Voices of Experienced and Pre-service English Language Educators in Malaysia

ASEAN English teachers as a model for international English learners: Modified teaching principles

“…Ali's () findings suggest that Kirkpatrick's Principle 1 and 2 resonate with the majority of the participants who believe that teaching EIL, not native English, paves the way for the era of global communication among Asian English speakers: “I think EIL is more relevant in Malaysia because I don't think that we should aspire to be native‐like the way the Brits would speak”; “I think EIL is a good shift from ESL ”; “I'll go for EIL. ESL is little bit outdated ” (Ali, : 101–102, emphasis in original). On the other hand, a sense of apprehension is found to reside in 20% of the participants who raise relevant issues such as the current ESL‐based government policy, the feasibility of language assessment and the marketability of students who are trained to speak EIL: “If you accept all Englishes, which one would you accept as a benchmark?…”

“…What would be local ASEAN teachers' responses to these principles? In an exceptional study that garners data from ASEAN English teachers, Ali () conducts group interviews with 30 Malaysian university English teachers, teacher trainers and trainees and examines their attitudes towards (the prospect of) teaching English as an International Language (EIL). The participants, who were presupposed to be not conversant with the concept of EIL, were provided with pertinent background knowledge or “the information given on simple descriptions of three different English language teaching concepts: ESL, EFL and EIL” (Ali, : 101).…”

“…In an exceptional study that garners data from ASEAN English teachers, Ali () conducts group interviews with 30 Malaysian university English teachers, teacher trainers and trainees and examines their attitudes towards (the prospect of) teaching English as an International Language (EIL). The participants, who were presupposed to be not conversant with the concept of EIL, were provided with pertinent background knowledge or “the information given on simple descriptions of three different English language teaching concepts: ESL, EFL and EIL” (Ali, : 101). Ali's () findings suggest that Kirkpatrick's Principle 1 and 2 resonate with the majority of the participants who believe that teaching EIL, not native English, paves the way for the era of global communication among Asian English speakers: “I think EIL is more relevant in Malaysia because I don't think that we should aspire to be native‐like the way the Brits would speak”; “I think EIL is a good shift from ESL ”; “I'll go for EIL.…”

“…The participants, who were presupposed to be not conversant with the concept of EIL, were provided with pertinent background knowledge or “the information given on simple descriptions of three different English language teaching concepts: ESL, EFL and EIL” (Ali, : 101). Ali's () findings suggest that Kirkpatrick's Principle 1 and 2 resonate with the majority of the participants who believe that teaching EIL, not native English, paves the way for the era of global communication among Asian English speakers: “I think EIL is more relevant in Malaysia because I don't think that we should aspire to be native‐like the way the Brits would speak”; “I think EIL is a good shift from ESL ”; “I'll go for EIL. ESL is little bit outdated ” (Ali, : 101–102, emphasis in original).…”

“…It should be noted here that contending with the issue of language model in ASEAN, both Kirkpatrick () and Ali () have in mind mainstream English classes in formal schooling where local teachers teach English to local pupils. For example, Kirkpatrick (: 29) ascribes the merit of ASEAN English teachers to their ability to “use the language of the students to help them learn English”.…”