Volume 9 Issue 4
EIL, Variations and the Native Speaker’s Model
English language is widely spoken and taught in the world. It is considered a lingua franca and is also considered by many to be the universal and the international language. This language is widely distributed and is currently the primary language of a number of countries.
Student Perceptions of Native & Non-native English Teachers’ Attitudes, Teaching Skills Assessment and Performance
Native English-speaking teachers (NESTs) have played an important role in China’s foreign language teaching. Every university in China now has native English teachers teaching various English courses to students of different levels. There are, however, few systematic studies on the differences between Non-native English-speaking teachers (NNESTs) and NESTs in China.
Global English and the Role of Translation
Language has been considerably affected by the significant trend of globalization in the last two decades. A case in point is the international status accorded to English as the largely unchallenged and most dominant language. Yet, with this undisputed internationalization of English, the question remains for the specialist, as to whether or not translation from or into English still has a role to play in this rapidly developing world given the advances in communication technology
High Schools or Private Institutes Textbooks? Which Fulfill Communicative Language Teaching Principles in the Iranian Context?
The Communicative Approach in language teaching originates from the purpose of language as communication. According to this model, the main objective of communicative language teaching (CLT) is to develop what Hymes (1972) referred to as “communicative competence.” The work of Canale and Swain is an expansion of Hymes’ model…
Shifts in NNESTs’ Professional Identity: An Impact of Language and Culture Immersion
There have been studies on topics related to teacher identity (Beijaard et al., 2004; Bauer & McAdams, 2004; Varghese et al., 2005), however, these researchers do not examine the shift in professional identity of Non-Native English Speaking Teachers (NNESTs). Thus, this research-based paper is aimed at filling this gap.
Redefining Communicative Competence for International and Local Communities
This paper is a follow-up paper to Nunn (2005). In combination, these two papers consider the meaning of competence when English is used as an International Language (EIL). This second paper focuses on definitions and concludes with a global definition of competence. ‘Competence’ is partially defined in relation to the communities in which individual members apply it.
The Question of Global English-Language Teaching: A Turkish Perspective
Much has been written on globalisation. It arouses different reactions in different people. Some regard it as an insidious way of penetration into cultures thus adopt a hostile attitude while others see it as an inescapable reality of modern times. This paper looks at the effects of globalisation in the area of English Language Teaching (ELT) with specific reference to Turkey. It begins with a conceptualization of the globalisation phenomenon in general.
Standards and Competence in English as an International Language Pedagogy
The global spread of English has resulted in varieties of English in different sociolinguistic and sociocultural contexts. The emergence of varieties of English in diverse settings has raised the issue of whether to adopt a single standard English for all English contexts or to recognize a variety of standards. This paper aims to investigate the issue of standards in teaching English as an international language.
International Intelligibility in EIL
If EIL is to be regarded as an efficient medium for communicating information to all interlocutors from widely diverging language backgrounds, rather than as a means of emphasising speakers’ own linguistic identities, this should be reflected in EIL pronunciation norms. The need to preserve intelligibility is, of course, accepted even by those who see EIL fundamentally as a medium for communication between non-natives (Jenkins, 2006).
Educational Settings and Second Language Learning
A general distinction can be drawn between ‘natural’ and ‘educational’ settings. The former arise in the course of the learners’ contact with other speakers of the L2 in a variety of situations—in the workplace, at home, through the media, at international conferences, in business meetings, etc.
