What do English language teachers need to know about English as an International Language?

Detalhes bibliográficos
Autor(a) principal: Guerra, L
Data de Publicação: 2012
Tipo de documento: Artigo de conferência
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10174/7915
Resumo: 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 Portuguese basic and secondary schools. In spite of recent changes in ELT in Portugal, 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 and in Portugal.
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spelling What do English language teachers need to know about English as an International Language?English as an International LanguageApplied LinguisticsTeaching EILSome 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 Portuguese basic and secondary schools. In spite of recent changes in ELT in Portugal, 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 and in Portugal.2013-01-29T15:01:05Z2013-01-292012-11-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjecthttp://hdl.handle.net/10174/7915http://hdl.handle.net/10174/7915engUniversidade Nova de Lisboa, PortugalTEFL – 4th International Conference on Teaching English as a Foreign Languagesimnaonaol298Guerra, Linfo: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:RCAAP2024-01-03T18:48:23Zoai:dspace.uevora.pt:10174/7915Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:02:16.825035Repositório 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 What do English language teachers need to know about English as an International Language?
title What do English language teachers need to know about English as an International Language?
spellingShingle What do English language teachers need to know about English as an International Language?
Guerra, L
English as an International Language
Applied Linguistics
Teaching EIL
title_short What do English language teachers need to know about English as an International Language?
title_full What do English language teachers need to know about English as an International Language?
title_fullStr What do English language teachers need to know about English as an International Language?
title_full_unstemmed What do English language teachers need to know about English as an International Language?
title_sort What do English language teachers need to know about English as an International Language?
author Guerra, L
author_facet Guerra, L
author_role author
dc.contributor.author.fl_str_mv Guerra, L
dc.subject.por.fl_str_mv English as an International Language
Applied Linguistics
Teaching EIL
topic English as an International Language
Applied Linguistics
Teaching EIL
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 Portuguese basic and secondary schools. In spite of recent changes in ELT in Portugal, 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 and in Portugal.
publishDate 2012
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TEFL – 4th International Conference on Teaching English as a Foreign Language
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