Additional Information
Book Details
Abstract
The rapid global spread of the English language has serious linguistic, ideological, socio-cultural, political, and pedagogical implications as it creates both positive interactions and negative tensions between global and local forces. Accordingly, debate about issues such as the native/non-native divide, the politics of an international language, communication in a Lingua Franca, the choice of a model for ELT, and the link between English and identity(ies) has stimulated scholarly inquiry in an unprecedented way. The chapters in this volume revisit, challenge, and expand upon established arguments and positions regarding the politics, policies, pedagogies, and practices of English as an international language, as well as its sociolinguistic and socio-psychological complexities.
This praiseworthy and useful volume is highly commendable not only for linguists but also for English language practitioners. It provides a step forward in this new and vibrant field of research.
Carmen Luján García, Universidad de Las Palmas de Gran Canaria, English World-Wide
This carefully selected volume of essays makes a valuable contribution to the study of the contemporary sociolinguistics of English and English teaching across cultures. It brings together multiple theoretical and methodological approaches underscoring the richness of its subject. In doing so, it offers an overview of some of the competing paradigms that guide research on English in multilingual settings, suggesting theoretical continuities in and methodological challenges to the field. The collection provides insight into teaching practitioners’ pedagogical engagement by illustrating their search for equity in the workplace, their linguistic self-representation in the field and classroom, and the preparation they gain in EIL in higher education institutions. The book provides much evidence of the interdisciplinarity of EIL research, particularly how various disciplines can offer new ways of understanding major processes within it such as English indigenization, cross-cultural communication, and language use. The volume is a very valuable resource for researchers and students in English studies, second language acquisition, and English language pedagogy.
Janina Brutt-Griffler, The State University of New York, Buffalo
Farzad Sharifian is an Associate Professor and the Director of the Language and Society Centre within the School of Languages, Cultures and Linguistics, Monash University, Australia. He is also the Convenor of the academic program of English as an International Language at Monash University. He has a wide range of research interests including cultural linguistics, pragmatics, English as an International Language, World Englishes, language and politics, and intercultural communication. He is the editor (with Gary B. Palmer) of Applied Cultural Linguistics (2007, John Benjamins) and the editor (with René Dirven, Ning Yu and Susanne Niemeier) of Culture, Body and Language (2008, Mouton de Gruyter). He has published numerous articles in many international journals.
The volume English as an International Language presents an inspired inquiry into the multifaceted role of Englishes for global communication. It builds on and goes beyond the existing knowledge on a wide range of topics related to the use, attitudes, pedagogy, and conceptualization of Englishes in the world. The strength of the book lies in the insightful discussions from multiple vantage points and unique critical perspectives.
Ryuko Kubota, The University of North Carolina at Chapel Hill
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Contents | v | ||
| Acknowledgements | vii | ||
| Contributors | ix | ||
| Abbreviations | xv | ||
| Chapter 1 English as an International Language: An Overview | 1 | ||
| Part 1 Native/Non-native Divide: Politics, Policies and Practices | 19 | ||
| Chapter 2 English as a Lingua Franca, ‘Non-native Speakers’ and Cosmopolitan Realities | 21 | ||
| Chapter 3 Teaching English as an International Language (EIL) in the Gulf Corporation Council (GCC) Countries: The Brown Man’s Burden | 34 | ||
| Chapter 4 EIL, Native-speakerism and the Failure of European ELT | 58 | ||
| Part 2 EIL, Attitudes and Identity(ies) | 79 | ||
| Chapter 5 Researching Non-native Speakers’ Views Toward Intelligibility and Identity: Bridging the Gap Between Moral High Grounds and Down-to-Earth Concerns | 81 | ||
| Chapter 6 Attitudes Towards English as an International Language: The Pervasiveness of Native Models Among L2 Users and Teachers | 119 | ||
| Chapter 7 ‘I Thought I was an Easterner; it Turns Out I am a Westerner!’: EIL Migrant Teacher Identities | 135 | ||
| Part 3 EIL, Teacher Education and Language Testing:Gaps and Challenges | 151 | ||
| Chapter 8 Global Warning? West-based TESOL, Class-Blindness and the Challenge for Critical Pedagogies | 153 | ||
| Chapter 9 Desirable But Not Necessary? The Place of World Englishes and English as an International Language in English Teacher Preparation Programs in Japan | 169 | ||
| Chapter 10 Imperialism of International Tests: An EIL Perspective | 190 | ||
| Part 4 The Scope of EIL: Widening, Tightening and Emerging Themes | 207 | ||
| Chapter 11 Broadening the ELF Paradigm: Spoken English in an International Encounter | 209 | ||
| Chapter 12 Pragmatics and EIL Pedagogy | 227 | ||
| Chapter 13 Cultural Conceptualizations in English as an International Language | 242 | ||
| Chapter 14 English as the International Language of Scholarship: Implications for the Dissemination of ‘Local’ Knowledge | 254 | ||
| Chapter 15 Local or International Standards: Indigenized Varieties of English at the Crossroads | 271 | ||
| Index | 287 |