The Paradigm of English as an International Language (EIL): Tertiary-Level Learning Outcomes from an Expanding Circle Context

Autor/inn/en	Erbay-Çetinkaya, Sakire; Kayaoglu, Mustafa Naci
Titel	The Paradigm of English as an International Language (EIL): Tertiary-Level Learning Outcomes from an Expanding Circle Context
Quelle	In: Journal on English Language Teaching, 12 (2022) 3, S.13-33 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Variation; Language Proficiency; Diversity; Language Attitudes; Metalinguistics; College Preparation; Language of Instruction; Majors (Students); Undergraduate Students; Student Attitudes; Listening Skills; Authentic Learning; Standard Spoken Usage; Cultural Differences; Outcomes of Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachenvielfalt; Language skill; Language skills; Sprachkompetenz; Sprachverhalten; Metalanguage; Metasprache; Teaching language; Unterrichtssprache; Schülerverhalten; Gesprochene Sprache; Umgangssprache; Kultureller Unterschied; Lernleistung; Schulerfolg; Ausland; Türkei
Abstract	The changing sociolinguistic landscape of English with novel uses and users calls for adjustment of the existing Anglocentric English Language Teaching practices, thereby encouraging paradigm shifts, including Teaching English as an International Language (TEIL). To this end, for a PhD study, an EIL-oriented course was designed and implemented, aiming at promoting understanding and awareness of sociolinguistic realities and the complexity of English, changing attitudes towards diversity, and enhancing proficiency. Later, a course evaluation with 53 preparatory English majoring participants (F = 41, M = 12) was conducted to find out whether it could achieve these designed outcomes. The data was drawn in a mixed-method way from a pre and post-treatment questionnaire and focus-group interviews. The participants' understanding and awareness improved, and most took positive attitudes towards EIL, and their listening, interaction, and critical thinking skills broadened. Yet, it was also found that because some still regarded Americans and the British as the custodians, they viewed diversity as corruption, thereby tending to see Standard English as the only instructional variety to be brought to the classroom. In the end, ways to turn the classroom into an EIL-sensitive, interactive, and authentic atmosphere to give students a real reason to communicate, hear, and respect differences at both linguistic and cultural levels were suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01