Teaching of English as an International Language in Various Contexts:<i>Nothing is as Practical as Good Theory</i>

Doğançay‐Aktuna, Seran; Hardman, Joel

doi:10.1177/0033688217750642

Cited by 17 publications

(14 citation statements)

References 58 publications

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“…Culture is an indispensable component of learning and teaching a language (Byram, 1997;Dogancay-Aktuna & Hardman, 2018;Kramsch, 1993). The teaching of culture in the EIL context has been the subject of intense debate in the research on teaching English as a foreign language (Tan & Farashaiyan, 2016).…”

Section: Culture In Eilmentioning

confidence: 99%

Implications of English as an International Language for Language Pedagogy

Tan

Farashaiyan

Sahragard

et al. 2019

IJHE

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The position of the English language in the world has recently underwent an enormous shift. The global spread of English has altered its status from being a homogeneous and standard language spoken by a few powerful countries into an international language or lingua franca spoken by a wide variety of speakers around the world (Llurda, 2014). The unprecedented global demand, use, and appropriation of English as an international language (EIL) necessitates a profession-wide response to English language learning, teaching, teacher education, assessment, and policy. The international status of English and increase in the number of EIL learners require a teaching agenda that incorporates pedagogical approaches that teach English based on EIL principles (Matsuda, 2017). The current study attempts to discuss the implications of EIL on issues related to language pedagogy, such as culture and intercultural competence in EIL, native-like competence, English teachers in the EIL pedagogy, language assessment in EIL and EIL teacher education. The studies show that EIL as a means of intercultural communication in a wide range of contexts calls for a reconceptualisation of language pedagogy It is concluded that despite the extensive discussions on the role of students’ first language culture for EIL learners, English textbooks and classrooms continue to rely on the target culture and ignore the students’ own culture. Therefore, EIL has yet to be fully incorporated language education despite extensive studies that have been conducted on its role.

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Section: Culture In Eilmentioning

confidence: 99%

Implications of English as an International Language for Language Pedagogy

Tan

Farashaiyan

Sahragard

et al. 2019

IJHE

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“…Still, many teachers are concerned about how to incorporate these dimensions into ELT (Dogancay-Aktuna & Hardman, 2018;Rajprasit, 2021;Wang et al, 2021) and into the Saudi context specifically (Bukhari, 2019). Although research in Global Englishes is established in European and Asian region, recent studies have reported the scarcity of Global Englishes-related research in the conservative context of Saudi Arabia (Bukhari, 2019;Elyas & Mahboob, 2020;Elyas et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

A Showcase Study on ELF-oriented Classroom Practices in a General English Course

Bukhari

2021

SELT

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The lingua franca status of English in transcultural settings questions the orthodox pedagogical principles and mainstream approaches of English language teaching. To mirror the relationship between English as a subject matter and English as a globalised sociolinguistic phenomenon, some scholars call for revisiting the conventional approaches of pedagogy. Still, the response to the call for a transition from the monocentric methods of English language teaching is slow. Teachers have multiple concerns about how to incorporate a global dimension into a general English language course for undergraduates. The present study aims to address this gap by offering a practical example of how to address English as a lingua franca phenomenon in a general English language course. The study showcases classroom practices for raising awareness of today’s complexity of English use as a worldwide lingua franca. Ten Saudi undergraduates at a Saudi university participated in the study. The study shares the participants’ critical reflections on what they have learned from the course. Analysis of the participants’ reflections reveal that approaches based on complexity theory increased their familiarity with English linguistic diversities, developed their transcultural awareness and improved their ability to cope with English functional and contextual diversities. It is hoped that this showcase study can provide some guidance for the further implementation of a global dimension in other contexts.

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“…The global spread of English and the current Sociolinguistic realities have led to the emergence of the various frameworks "to conceptualize, research and teach English" [1]. These frameworks i.e.…”

Section: Introductionmentioning

confidence: 99%

Toward English as an International Language Perspective: Reconception of ‘Proficiency in English’ for the Indonesian Local Context in Today’s World

Imelwaty¹,

Helda²,

Kemal³

et al. 2019

IJEAT

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For many years, English Language Teaching (henceforth ELT) in Indonesia has adopted a monolithic view toward the so-called ‘native speaker English’ as an ideal target language. However, this view has been challenged by the pluralistic view of English. Sociolinguistics realities indicate the plurality of the English language has grown enormously around the world. In term of English proficiency, this notion is made more complicated in the absence of any unitary framework and by the diverse meanings arising from in its use as a global language. The aim of this study is to identify the attributes of ‘Proficiency in English’ which suits with the local needs for the Indonesian context in today’s world. To this end, the personal constructs of a small number of English teachers were explored and identified. A Repertory Grid interview technique was used to elicit the meanings of ‘Proficiency in English’ which were based on the teachers’ understanding. For analyzing the qualitative data, a thematic analysis was employed to formulate the themes. These teachers of English revealed that they perceived ‘Proficiency in English’ comprising knowledge of English and abilities to apply it in real situations. Surprisingly, they also declared that to be proficient in English, one should have intercultural competence and employ it for the intercultural and cross-cultural communications internationally which has been advocated by the English as an International language (henceforth EIL) perspective. The findings of this study could be used to inform ELT program and its practices in the Indonesian context.

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Teaching of English as an International Language in Various Contexts:Nothing is as Practical as Good Theory

Cited by 17 publications

References 58 publications

Implications of English as an International Language for Language Pedagogy

Implications of English as an International Language for Language Pedagogy

A Showcase Study on ELF-oriented Classroom Practices in a General English Course

Toward English as an International Language Perspective: Reconception of ‘Proficiency in English’ for the Indonesian Local Context in Today’s World

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