Principles and practices for teaching English as an international language

369 Pages·2012·2.2 MB·English

by  Lubna Alsagoff.

Principles and Practices for
Teaching English
as an International Language
What general principles should inform a socioculturally sensitive pedagogy for
teaching English as an International Language and what practices would be
consistent with these principles? Designed for pre-service and in-service teachers
of English around the world, this text
(cid:118)(cid:8) highlights the importance of socially sensitive pedagogy in contexts outside
of inner circle English-speaking countries, in light of the geographical
spread of English, its multicultural basis, its pervasiveness in high-stakes
decisions, and a widespread belief in the benefits of learning the language
(cid:118)(cid:8) provides comprehensive coverage of topics traditionally included in second
language methodology courses (such as the teaching of oral skills and
grammar), as well as newer fields (such as corpora in language teaching and
multimodality)
(cid:118)(cid:8) features a balanced treatment of theory and practice
(cid:118)(cid:8) offers ‘Exploring the Ideas’ and ‘Applying the Ideas’ activities in each
chapter to encourage teachers to apply the pedagogical practices to their
own classrooms and to reflect on the effects of such practices.
Principles and Practices for Teaching English as an International Language fills a
critical need in the field.
Lubna Alsagoff is Associate Professor and Head of English Language and
Literature at the National Institute of Education, Nanyang Technological
University, Singapore.
Sandra Lee McKay is Professor Emeritus of English at San Francisco State
University.
Guangwei Hu is Associate Professor in the English Language and Literature
department of the National Institute of Education, Nanyang Technological
University, Singapore.
Willy A. Renandya is Senior Lecturer in the English Language and Literature
department of the National Institute of Education, Nanyang Technological
University, Singapore.
ESL & Applied Linguistics Professional Series
Eli Hinkel, Series Editor
Alsagoff/McKay/Hu/Renandya, Eds. Principles and Practices for Teaching English
as an International Language
Kumaravadivelu Language Teacher Education for A Global
Society: A Modular Model for Knowing,
Analyzing, Recognizing, Doing, and Seeing
Vandergrift /Goh Teaching and Learning Second Language
Listening: Metacognition in Action
LoCastro Pragmatics for Language Educators: A
Sociolinguistics Perspective
Nelson Intelligibility in World Englishes: Theory and
Practice
Nation/Macalister, Eds. Case Studies in Language Curriculum Design
Johnson/Golumbek, Eds. Research on Second Language Teacher
Education: A Sociocultural Perspective on
Professional Development
Hinkel, Ed. Handbook of Research in Second Language
Teaching and Learning, Volume II
Nassaji /Fotos Teaching Grammar in Second Language
Classrooms: Integrating Form-Focused
Instruction in Communicative Context
Murray/Christison What English Language Teachers Need to
Know Volume I: Understanding Learning
Murray/Christison What English Language Teachers Need to
Know Volume II: Facilitating Learning
Wong/Waring Conversation Analysis and Second Language
Pedagogy: A Guide for ESL/EFL Teachers
Nunan/Choi, Eds. Language and Culture: Reflective Narratives
and the Emergence of Identity
Braine Nonnative Speaker English Teachers:
Research, Pedagogy, and Professional Growth
Burns Doing Action Research in English Language
Teaching: A Guide for Practitioners
Nation/Macalister Language Curriculum Design
Birch The English Language Teacher and Global
Civil Society
Johnson Second Language Teacher Education: A
Sociocultural Perspective
Nation Teaching ESL/EFL Reading and Writing
Nation/Newton Teaching ESL/EFL Listening and Speaking
Kachru/Smith Cultures, Contexts, and World Englishes
McKay/Bokhorst-Heng International English in its Sociolinguistic
Contexts: Towards a Socially Sensitive EIL
Pedagogy
Christison/Murray, Eds. Leadership in English Language Education:
Theoretical Foundations and Practical Skills
for Changing Times
McCafferty/Stam, Eds. Gesture: Second Language Acquisition and
Classroom Research
Liu Idioms: Description, Comprehension,
Acquisition, and Pedagogy
Chapelle/Enright/Jamison, Eds. Building a Validity Argument for the Text of
English as a Foreign Language™
Kondo-Brown/Brown, Eds. Teaching Chinese, Japanese, and Korean
Heritage Students Curriculum Needs,
Materials, and Assessments
Youmans Chicano-Anglo Conversations: Truth,
Honesty, and Politeness
Birch English L2 Reading: Getting to the Bottom,
Second Edition
Luk/Lin Classroom Interactions as Cross-cultural
Encounters: Native Speakers in EFL Lessons
Levy/Stockwell CALL Dimensions: Issues and Options in
Computer Assisted Language Learning
Nero, Ed. Dialects, Englishes, Creoles, and Education
Basturkmen Ideas and Options in English for Specific
Purposes
Kumaravadivelu Understanding Language Teaching: From
Method to Postmethod
McKay Researching Second Language Classrooms
Egbert/Petrie, Eds. CALL Research Perspectives
Canagarajah, Ed. Reclaiming the Local in Language Policy and
Practice
Adamson Language Minority Students in American
Schools: An Education in English
Fotos/Browne, Eds. New Perspectives on CALL for Second
Language Classrooms
Hinkel Teaching Academic ESL Writing: Practical
Techniques in Vocabulary and Grammar
Hinkel/Fotos, Eds. New Perspectives on Grammar Teaching in
Second Language Classrooms
Hinkel Second Language Writers’ Text: Linguistic
and Rhetorical Features
Visit www.routledge.com/education for additional information on titles in
the ESL & Applied Linguistics Professional Series
Principles and Practices
for Teaching English as an
International Language
Edited by
Lubna Alsagoff
Sandra Lee McKay
Guangwei Hu
Willy A. Renandya
First published 2012
by Routledge
711 Third Avenue, New York, NY 10017
Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2012 Taylor & Francis
The right of Lubna Alsagoff, Sandra Lee McKay, Guangwei Hu, and
Willy A. Renandya to be identified as the editors of the editorial
material, and of the authors for their individual chapters, has been
asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval
system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
Library of Congress Cataloging in Publication Data
Principles and practices for teaching English as an international
language / edited by Lubna Alsagoff ... [et al.].
p. cm. — (ESL & applied linguistics professional series)
Includes bibliographical references and index.
1. English language—Study and teaching—Foreign speakers.
2. Lingua francas. I. Lubna Alsagoff.
PE1128.A2P725 2012
428.0071—dc23 2011039473
ISBN: 978-0-415-89166-0 (hbk)
ISBN: 978-0-415-89167-7 (pbk)
ISBN: 978-0-203-81915-9 (ebk)
Typeset in Sabon
by HWA Text and Data Management, London
Printed and bound in the United States of America on acid-free paper.
Contents
Preface x
Acknowledgments xi
PART 1
Why Another Book on EIL 1
1 Another Book on EIL? Heralding the Need for New Ways
of Thinking, Doing, and Being 3
LUBNA ALSAGOFF
PART II
Calling for Change 7
2 Individual Identity, Cultural Globalization, and Teaching
English as an International Language: The Case for an
Epistemic Break 9
B. KUMARAVADIVELU

3 Principles of Teaching English as an International
Language 28
SANDRA LEE MCKAY
4 Language Teaching and Learning in the Postlinguistic
Condition? 47
MARK EVAN NELSON AND RICHARD KERN
viii Contents
5 The Use of Digital Media in Teaching English as an
International Language 67
PAIGE WARE, MEEI-LING LIAW, AND MARK WARSCHAUER
6 Linking EIL and Literacy: Theory and Practice 85
CONSTANT LEUNG AND BRIAN V. STREET
7 Identity and the EIL Learner 104
LUBNA ALSAGOFF
8 Assessing English as an International Language 123
GUANGWEI HU
PART III
Implementing Change 145
9 EIL Curriculum Development 147
JAMES DEAN BROWN
10 Teaching Materials in EIL 168
AYA MATSUDA
11 Teaching Oral Skills in English as a Lingua Franca 186
JULIANE HOUSE
12 Lexical Innovation in English as an International
Language: Implications for English Teaching 206
WENDY D. BOKHORST-HENG

13 Corpora in Language Teaching from the Perspective of
English as an International Language 226
JOHN FLOWERDEW
14 Grammar Teaching and Standards 244
ANTHEA FRASER GUPTA
15 Principles and Practices for Teaching English as an
International Language: Teaching Critical Reading 261
CATHERINE WALLACE
Contents ix
16 Controversy and Change in How We View L2 Writing
in International Contexts 282
CHRISTINE PEARSON CASANAVE
17 Literature in Language Teaching 299
ALAN MALEY
18 Language Learning Strategies: An EIL Perspective 318
YONGQI GU
PART IV
Forging Ahead 335
19 English as an International Language: A Time For
Change 337
SANDRA LEE MCKAY
Contributors 347
Index 353
Preface
In an era of globalization where English enjoys the status of an
international, global, and world language, learnt and spoken by millions
around the world, across linguistic and cultural boundaries, there is,
inevitably, a critical need for new perspectives, principles, and practices
in the teaching of English to multilingual and multicultural societies. This
book addresses such a need. Comprised of chapters from internationally
renowned scholars in their respective fields, the book presents insights
into the ways in which traditional “methods” of teaching English must be
re-examined and transformed to serve the needs of teachers and learners
in the dynamic, multilingual, and multicultural contexts where English is
used as an international language.
The two main sections in the book offer readers two different ways
of exploring the issues. In the first, “Calling for Change,” the chapters
examine issues at a more theoretical level, while the chapters in the second
section, “Implementing Change,” present new pedagogical approaches
and practices for EIL teaching.
This book represents contemporary ideas and thinking on language
education, and addresses fundamental issues related to the teaching
and learning of EIL. We believe that it will be a useful text for scholars,
teachers, and students, especially those enrolled in graduate programs in

teacher education or applied linguistics, who are interested in exploring
new perspectives on teaching English, especially in multilingual and
multicultural contexts. We hope that the book will be a critical resource in
EIL teacher education programs across the world, and perhaps a catalyst
for future research in the field of EIL research by teacher practitioners of
EIL classrooms.
Lubna Alsagoff
Sandra Lee McKay
Guangwei Hu
Willy A. Renandya