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This book critically examines current ELT practices vis-à-vis the use of English as an international lingua franca. It bridges the gap between theoretical discussion and the practical concerns of teaching English as an international language (EIL), and presents diverse approaches for preparing competent users of English in international contexts. Part 1 examines how the linguistic and functional varieties of English today complicate ELT, and suggests ways to address them effectively in an English language classroom. Part 2 showcases English courses and programs that are specifically based on the EIL perspective, illustrating how the issues addressed in Part 1 are realized in a real context. This section also presents a collection of EIL pedagogical ideas that have been developed and used successfully by English teachers across the world.
Overall, this volume is informative for both researchers and practitioners seeking to understand current theoretical and conceptual issues in the area of teaching English for international communication. In addition, it provides concrete models and examples of the practical application of ElL/ELF/WE perspectives to courses and programs. It paves the way for considering irregularities between learners' English and standard varieties as differences rather than deficiencies: a compelling shift with the force to empower learners with a sense of their own identity and place in the diverse contexts of international communication.
Aya Matsuda is Assistant Professor of English at Arizona State University. Her primary research focus has been the global spread of English, its use as an international language, and its implications for pedagogy, and her work on these topics has appeared in several leading journals as well as a number of edited collections. She currently services on the editorial boards of TESOL Quarterly and World Englishes, and co-edited the 'World Englishes' and 'Language Ideology' sections of The Encyclopedia for Applied Linguistics.
Introduction Aya Matsuda: Teaching English as an International Language
Part I: Principles in Teaching English as an International Language
Chapter 1 Aya Matsuda & Patricia Friedrich: Selecting an Instructional Variety for an EIL Curriculum
Chapter 2 Nobuyuki Hino: Endonormative Models of EIL for the Expanding Circle
Chapter 3 Patricia Friedrich: ELF, Intercultural Communication, and the Strategic Aspect of Communicative Competence
Chapter 4 Ryuko Kubota: Toward Border-crossing Communication in and beyond English
Chapter 5 Sandra McKay: Teaching Materials for English as an International Language
Chapter 6 Peter Lowenberg: Assessing Proficiency in EIL
Chapter 7 Seran Dogancay-Aktuna & Joel Hardman: Teacher Education for EIL: Working Toward a Situated Meta-praxis
Part II: Showcase of EIL Programs, Courses, and Pedagogical Ideas
Chapter 8 James D’Angelo: WE-informed EIL Curriculum at Chukyo: Towards a Functional, Educated, Multilingual Outcome
Chapter 9 Farzad Sharifian & Roby Marlina: English as an International Language (International/Intercultural Communication): An Innovative Program
Chapter 10 Hyewon Lee: World Englishes in a High School English Class: A Case from Japan
Chapter 11 Yasemin Bayyurt & Derya Altinmakas: A WE-based English Communication Skills Course at a Turkish University
Chapter 12 Nobuyuki Hino: Participating in the Community of EIL Users through Real-time News: Integrated Practice in TEIL (IPTEIL)
Chapter 13 Aya Matsuda & Chatwara Suwannamai Duran: EIL Activities and Tasks for Traditional English Classroom
Epilogue: Cecil Nelson