Publication: English as an International Language: Perspectives from Instructors in a Mainstream English Class
Submitted Date
Received Date
Accepted Date
Issued Date
2012
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
2287-0024
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
PASAA Journal
Volume
44
Issue
Edition
Start Page
63
End Page
94
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
English as an International Language: Perspectives from Instructors in a Mainstream English Class
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
English as an international language (EIL) has mainly been addressed by non-native world Englishes scholars to non-native English students. Studies on explicit instruction of EIL that emphasizes plurality of the language and culture, and communicative strategies toward different speakers have rarely been conducted in mainstream classes where the majority of the students are native speakers. This preliminary study, inspired by Smith's (1983) idea that EIL concepts be taught to everyone, including native speakers, investigates perceptions of instructors at Purdue University, who are mainly English native speakers and teach a course on speech communication (COM 114) to mainly native-speaker students. Together with analyses of the course textbook and course requirements, two multiple-choice questionnaires regarding perceptions on the English language and incorporation of EIL concepts in their COM 114 class were employed in this study. The results showed that the instructors were fairly receptive to EIL concepts and incorporated them when teaching at different extents, except for the concept of cultural norms, saw importance of communicative strategies and accepted other Rnglish varieties as long as intelligibility is ensured. The textbook was found to not embrace EIL concepts, while the course requirements showed small evidence of EIL concepts.