THIRTEEN FALLACIES ABOUT THE USERS AND USES OF ENGLISH AS AN INTERNATIONAL LANGUAGE
Main Author: | |
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Publication Date: | 2012 |
Format: | Conference object |
Language: | eng |
Source: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Download full: | http://hdl.handle.net/10174/8113 |
Summary: | Some applied linguists have provided a definition of English as an international language (EIL) in order to distinguish it from other concepts such as English as a foreign language (EFL) or English as a second language (ESL). Whereas EFL and ESL have usually been related to non-native speakers of English communicating with native speakers of English, English as an international language can be defined as “that English in all its linguistic and sociolinguistic aspects which is used as a vehicle for communication between non-native speakers only, as well as between any combination of native and non-native speakers.” (Campbell et al., 1983) In other words, EIL aims at mutual intelligibility and appropriate language use involving nationals of different countries. Essentially, the concept of EIL focuses on cross-cultural, cross-linguistic interactions. In order to identify the major features of EIL, Campbell et al. (1983) introduced three principles of teaching EIL (TEIL): (1) knowledge of the different social and cultural patterns and rules present in communicative exchanges involving speakers of more than one country or culture; (2) training native speakers in the use of English in international contexts; and (3) training non-native speakers in the use of language with native as well as with non-native speakers. This paper aims at dealing with some pedagogical implications of TEIL. In spite of recent changes in ELT, there are still some common ideas based on linguistic and pedagogical fallacies. Through the proposal of a TEIL paradigm, this paper will point out some of these fallacies hoping to generate ample debate on the new directions in ELT worldwide. |
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THIRTEEN FALLACIES ABOUT THE USERS AND USES OF ENGLISH AS AN INTERNATIONAL LANGUAGEEnglish as an International LanguageEnglish language teachingSome applied linguists have provided a definition of English as an international language (EIL) in order to distinguish it from other concepts such as English as a foreign language (EFL) or English as a second language (ESL). Whereas EFL and ESL have usually been related to non-native speakers of English communicating with native speakers of English, English as an international language can be defined as “that English in all its linguistic and sociolinguistic aspects which is used as a vehicle for communication between non-native speakers only, as well as between any combination of native and non-native speakers.” (Campbell et al., 1983) In other words, EIL aims at mutual intelligibility and appropriate language use involving nationals of different countries. Essentially, the concept of EIL focuses on cross-cultural, cross-linguistic interactions. In order to identify the major features of EIL, Campbell et al. (1983) introduced three principles of teaching EIL (TEIL): (1) knowledge of the different social and cultural patterns and rules present in communicative exchanges involving speakers of more than one country or culture; (2) training native speakers in the use of English in international contexts; and (3) training non-native speakers in the use of language with native as well as with non-native speakers. This paper aims at dealing with some pedagogical implications of TEIL. In spite of recent changes in ELT, there are still some common ideas based on linguistic and pedagogical fallacies. Through the proposal of a TEIL paradigm, this paper will point out some of these fallacies hoping to generate ample debate on the new directions in ELT worldwide.2013-01-30T18:31:50Z2013-01-302012-12-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjecthttp://hdl.handle.net/10174/8113http://hdl.handle.net/10174/8113engUniversity of Evora, Portugalhttp://llat2012.blogspot.pt/International Meeting on Languages, Applied Linguistics and Translationsimnaonaolspg@uevora.pt298Guerra, Luisinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T18:48:24Zoai:dspace.uevora.pt:10174/8113Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:02:16.913336Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
THIRTEEN FALLACIES ABOUT THE USERS AND USES OF ENGLISH AS AN INTERNATIONAL LANGUAGE |
title |
THIRTEEN FALLACIES ABOUT THE USERS AND USES OF ENGLISH AS AN INTERNATIONAL LANGUAGE |
spellingShingle |
THIRTEEN FALLACIES ABOUT THE USERS AND USES OF ENGLISH AS AN INTERNATIONAL LANGUAGE Guerra, Luis English as an International Language English language teaching |
title_short |
THIRTEEN FALLACIES ABOUT THE USERS AND USES OF ENGLISH AS AN INTERNATIONAL LANGUAGE |
title_full |
THIRTEEN FALLACIES ABOUT THE USERS AND USES OF ENGLISH AS AN INTERNATIONAL LANGUAGE |
title_fullStr |
THIRTEEN FALLACIES ABOUT THE USERS AND USES OF ENGLISH AS AN INTERNATIONAL LANGUAGE |
title_full_unstemmed |
THIRTEEN FALLACIES ABOUT THE USERS AND USES OF ENGLISH AS AN INTERNATIONAL LANGUAGE |
title_sort |
THIRTEEN FALLACIES ABOUT THE USERS AND USES OF ENGLISH AS AN INTERNATIONAL LANGUAGE |
author |
Guerra, Luis |
author_facet |
Guerra, Luis |
author_role |
author |
dc.contributor.author.fl_str_mv |
Guerra, Luis |
dc.subject.por.fl_str_mv |
English as an International Language English language teaching |
topic |
English as an International Language English language teaching |
description |
Some applied linguists have provided a definition of English as an international language (EIL) in order to distinguish it from other concepts such as English as a foreign language (EFL) or English as a second language (ESL). Whereas EFL and ESL have usually been related to non-native speakers of English communicating with native speakers of English, English as an international language can be defined as “that English in all its linguistic and sociolinguistic aspects which is used as a vehicle for communication between non-native speakers only, as well as between any combination of native and non-native speakers.” (Campbell et al., 1983) In other words, EIL aims at mutual intelligibility and appropriate language use involving nationals of different countries. Essentially, the concept of EIL focuses on cross-cultural, cross-linguistic interactions. In order to identify the major features of EIL, Campbell et al. (1983) introduced three principles of teaching EIL (TEIL): (1) knowledge of the different social and cultural patterns and rules present in communicative exchanges involving speakers of more than one country or culture; (2) training native speakers in the use of English in international contexts; and (3) training non-native speakers in the use of language with native as well as with non-native speakers. This paper aims at dealing with some pedagogical implications of TEIL. In spite of recent changes in ELT, there are still some common ideas based on linguistic and pedagogical fallacies. Through the proposal of a TEIL paradigm, this paper will point out some of these fallacies hoping to generate ample debate on the new directions in ELT worldwide. |
publishDate |
2012 |
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2012-12-01T00:00:00Z 2013-01-30T18:31:50Z 2013-01-30 |
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University of Evora, Portugal http://llat2012.blogspot.pt/ International Meeting on Languages, Applied Linguistics and Translation sim nao nao lspg@uevora.pt 298 |
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