Original article | Innovational Research in ELT 2021, Vol. 2(1) 13-20
Şakire Erbay Çetinkaya
pp. 13 - 20 | DOI: https://doi.org/10.29329/irelt.2020.347.2 | Manu. Number: MANU-2104-04-0001.R1
Published online: June 07, 2021 | Number of Views: 98 | Number of Download: 496
As an initiative to question the Anglo-centric view of English ignoring the socio-cultural realities, the paradigm of English as an International Language (EIL) has gained space in the scholarly realm. Despite the thriving body of literature on theory, action based studies seem to be largely missing. The main rationale underlying this article is to analyse eight EIL-oriented classroom implementations from the perspectives of practitioners around the world with the aim of not only deepening the understanding of EIL but also offering useful insights for practitioners who may find its assumptions documented at theory level too elusive to implement. Findings evidence pedagogical value including a true understanding and increased awareness of the sociolinguistic realities and complexity of English, positive attitudes towards its cultural and linguistic diversity, skill enhancement, and higher motivation and confidence in using English. The review ends with pedagogical implications and suggestions for further research.
Keywords: EIL, TEIL, classroom, ELT
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