Sociolinguistics and Language Education.pdf

English as an International Language 113
EIL should be taught in a way that respects the local culture
of learning
In many instances, globalization has led to the introduction of materials
and methods that are not in keeping with the local culture of learning.
When this occurs, local teachers may be placed in a situation in which
their credibility as competent teachers is challenged because they do not
know about some aspect of Western culture that appears in a textbook or
they are encouraged to use group work when this is not in keeping with
typical student roles. Local teachers are the ones most familiar with local
expectations regarding the roles of teachers and learners. They are also
familiar with the manner in which English is used in the local context.
Because of this, they are in a strong position to design a pedagogy that
respects the local culture of learning.
In summary, it is clear that present-day globalization, migration and
the spread of English have resulted in a great diversity of social and educational
contexts in which English learning is taking place. Because English
is an international language, effective pedagogical decisions and practices
cannot be made without giving special attention to the many varied social
contexts in which English is taught and learned. An appropriate EIL pedagogy
is one that promotes English bilingualism for learners of all backgrounds,
recognizes and validates the variety of Englishes that exists
today and teaches English in a manner that meets local language needs
and respects the local culture of learning.
Suggestions for further reading
Jenkins, J. (2005) World Englishes: A Resource Book for Students. London: Routledge.
This book provides a readable introduction to the World Englishes paradigm. It
defi nes key topics in World Englishes and discusses central issues and debates in
the fi eld.
McKay, S.L. (2002) Teaching English as an International Language: Rethinking Goals
and Approaches. Oxford: Oxford University Press.
This book provides an introduction to English as an international language. It discusses
reasons for the spread of English, the question of standards in relation to
the teaching of English, and the role of culture in ELT materials and methods.
McKay, S.L. and Bokhorst-Heng, W. (2008) International English in its Sociolinguistic
Contexts: Towards a Socially Sensitive Pedagogy. New York: Frances Taylor.
This book examines the social and sociolinguistic contexts of present-day English
education. It also provides an introduction to key constructs in sociolinguistics
including multilingualism, language planning and policy and interactional
sociolinguistics.
Rubdy, R. and Saraceni, M. (eds) (2006) English in the World: Global Rules, Global
Roles. London: Continuum.
This collection of readings focuses on two major topics: conceptualizing English as
an international language (EIL) and the pedagogical implications of EIL. The fi rst
section addresses the topic of World Englishes, ELF and standards, while the
second deals with pedagogical goals and curricula.