Teaching and learning english as an international language

Youth-oriented literature offers simpler material "simplified readers" are produced by major publishersand often provides a more conversational style than literature for adults. Children's literature in particular sometimes provides subtle cues to pronunciation, through rhyming and other word play. One method for using these books is the multiple-pass technique. The instructor reads the book, pausing often to explain certain words and concepts.

Teaching and learning english as an international language

Oxford University Press Pp. The main thesis of this work is simple: The purpose of this book is to clarify these assumptions and advocate that they be considered in the design of English as an international language EIL teaching methods and materials.

It is divided into five chapters. McKay notes that contrary to popular perception, an international language is not just a language that has a large number of native speakers. Given the growing number of bilingual users of English and the great diversity Teaching and learning english as an international language exists among them, it is essential that more research be undertaken on the various ways these individuals make of English.

Teaching English As An International Language: Rethinking Goals and Perspectives

Challenging this fallacy will hopefully lead to a more complete picture of how English is used in many communities around the world, a better understanding of how it is acquired in various contexts, and a more accurate interpretation of the strengths of bilingual English-speaking professionals.

McKay investigates this problem from the perspective of intelligibility, examining attitudes towards, and the lexical, grammatical, and phonological features of, varieties of English. She also discusses rhetorical and pragmatic standards in English as an international language.

These insights can then be shared in cross-cultural encounters undertaken in international contexts. Unfortunately, a discourse of otherness in which particular cultures of learning, particularly non-western ones, are depicted as less productive than western ones underlies much of the discussion of CLT.

The evidence clearly suggests that the use of EIL will continue to grow, as an international language that belongs, not just to native speakers, but to all of its users.

Given this shift in ownership, the time has come for decisions regarding teaching goals and approaches to be given to local educators so they can take their rightful place as valid users of English.

McKay generally touches upon all the key issues and arguments as well as offering concise and objective explanations of all of the major positions. I found her section on culture and EIL to be especially informative.

Her principal argument that the EIL field needs to take a more inclusive, local, contextual taking into account political and social influencespluralistic, intercultural approach which recognizes the importance of local educators and learning styles, while not original many books the last few years dealing with teaching methodologies and applied linguistics have touted the same lineis nevertheless a point well worth restating.

English contains a number of sounds and sound distinctions not present in some other languages.

But she unfortunately deals only peripherally with the core meta-sociolinguistic question concerning the field of English as an international language, a question so basic that it is rarely raised in current discussions on the subject: In other words, in those countries where English is aggressively taught, is the large amount of money that is spent on learning it and the vast educational resources employed in teaching the language ultimately justified?

For example, take the current situation in East Asia, where I have taught for the last 14 years. South Korean and Chinese students are generally compelled to begin studying English in the third grade of elementary school, and Japanese start at age In China, all university students have to pass a special English proficiency test in order to graduate.

In Korea and Japan, most university students are required to take an English class, regardless of their major. Both the Korean and Japanese governments have debated making English the official second language of their countries.

In Japan and South Korea, many high and junior high school students, in addition to their regular classes, also attend English language schools. The ELT business is a huge lucrative business in all three countries. A large number of major Western ELT publishers have offices in each nation and it is easy to find Western textbooks in big bookstores in China, these publishers sell their books at a special, reduced rate.

There are numerous English learning shows on television and radio. Both Japan and South Korea have large numbers of Westerners teaching English at universities, language schools, and high schools, and the number of foreigners coming to China to teach is greatly increasing every year.

Knowledge of English has ostensibly become requisite for certain government and business jobs. And the use of English can be easily seen in the major cities of these nations on public and private signs, in advertisements, clothing, in the names of shops and stationary.

The bald fact is that the influence English has upon the daily lives of average people in East Asia is much less than has been commonly assumed, and the strong governmental drives to get people to learn the language has often been propelled by domestic political concerns, reasons of international image, and big business interests, rather than concrete national needs.

Most Korean and Japanese students are only studying English because it is required or have only a vague, abstract interest in the language, and are acutely aware that outside of school they will probably never be called upon to actually use it i.

Teaching and learning english as an international language

Of course, this is not a blanket statement concerning all learners of English in these countries, both Korea and Japan have students who are competent in the language—usually they can be found at the top schools—but they are generally in the minority.language, English as a world language, and English as a medium of Intercultural communication.

Among other factors that make English language enjoys the status of International language, its spread forms the base. English Language Teaching (ELT) is a double-blind peer-reviewed international journal dedicated to promoting scholarly exchange among teachers and researchers in the field of English Language Teaching.

Dec 23,  · Learning grammar: an experiment in applied psycholinguistics, assessing three different methods of teaching grammatical structures in English as foreign language.

The GUME Project, Gothenburg School of Education, Research Bulletin, 7. the quality of teaching and learning of English at secondary level with special reference to one of the districts of Sindh Naushahro Feroze.

According to (Warsi, ) translation method is still being used in most of language. English as an International Language English is a vibrant and international language with twenty percent of the world’s population speaking English as native, second or foreign language.

In addition to its status as a mother tongue in many countries, global use of English is growing for communication among speakers of other languages in.

English is a vibrant and international language with twenty percent of the world’s population speaking English as native, second or foreign language.

Teaching English as a second or foreign language - Wikipedia