English as an International Language and English Language Teaching: The Theory vs. Practice Divide

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  • Source:
    Iranian Journal of Language Teaching Research, v7 n2 p19-38 Jul 2019. 20 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1220759
      Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
    • Peer Reviewed:
      Y
    • ISSN:
      2322-1291
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      English as an international language (EIL) is considered by applied linguists to be a new paradigm for research, practice and English language teaching (ELT). However, it appears that English language teachers have little voice in these discussions, and the English as a foreign language (EFL) classroom has remained largely unaffected by EIL, hinging upon the native speaker (NS) ideal. This is hardly surprising as insufficient attention has been devoted to EIL pedagogy, and to helping teachers integrate theoretical understandings of EIL into their teaching. This paper aims to address this gap by examining EFL teachers' (non-native speakers - NNS) perspectives on the implications of EIL for classroom practice. Through an analysis of data gathered from an online questionnaire and 10 semi-structured interviews, this study examined the attitudes of 53 EFL teachers working in Croatian public schools towards: a) the EIL paradigm, b) NS/NNS models in ELT, and c) the implications of EIL for language teaching. The findings show that although the teachers are familiar with and open to the notion of EIL, when conceptualized as a paradigm for teaching, it becomes a rather elusive concept, and a second best NNS English. Overall, the teachers are largely unaware of the potential of EIL for ELT, and rely on the NS as the benchmark and authority. They maintain that the EIL theory-ELT practice link is complex and difficult to operationalise. It is argued that, if EIL is to become a new paradigm for teaching, greater collaboration is required between applied linguists and ELF teachers, and explicit guidelines are needed to help teachers integrate EIL into ELT.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      20
    • Journal Code:
      SEP2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1220759
  • Citations
    • ABNT:
      VODOPIJA-KRSTANOVIC, I.; MARINAC, M. English as an International Language and English Language Teaching: The Theory vs. Practice Divide. Iranian Journal of Language Teaching Research, [s. l.], v. 7, n. 2, p. 19–38, 2019. Disponível em: . Acesso em: 18 nov. 2019.
    • AMA:
      Vodopija-Krstanovic I, Marinac M. English as an International Language and English Language Teaching: The Theory vs. Practice Divide. Iranian Journal of Language Teaching Research. 2019;7(2):19-38. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220759&custid=s8280428. Accessed November 18, 2019.
    • APA:
      Vodopija-Krstanovic, I., & Marinac, M. (2019). English as an International Language and English Language Teaching: The Theory vs. Practice Divide. Iranian Journal of Language Teaching Research, 7(2), 19–38. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220759&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Vodopija-Krstanovic, Irena, and Mladen Marinac. 2019. “English as an International Language and English Language Teaching: The Theory vs. Practice Divide.” Iranian Journal of Language Teaching Research 7 (2): 19–38. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220759&custid=s8280428.
    • Harvard:
      Vodopija-Krstanovic, I. and Marinac, M. (2019) ‘English as an International Language and English Language Teaching: The Theory vs. Practice Divide’, Iranian Journal of Language Teaching Research, 7(2), pp. 19–38. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220759&custid=s8280428 (Accessed: 18 November 2019).
    • Harvard: Australian:
      Vodopija-Krstanovic, I & Marinac, M 2019, ‘English as an International Language and English Language Teaching: The Theory vs. Practice Divide’, Iranian Journal of Language Teaching Research, vol. 7, no. 2, pp. 19–38, viewed 18 November 2019, .
    • MLA:
      Vodopija-Krstanovic, Irena, and Mladen Marinac. “English as an International Language and English Language Teaching: The Theory vs. Practice Divide.” Iranian Journal of Language Teaching Research, vol. 7, no. 2, July 2019, pp. 19–38. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220759&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Vodopija-Krstanovic, Irena, and Mladen Marinac. “English as an International Language and English Language Teaching: The Theory vs. Practice Divide.” Iranian Journal of Language Teaching Research 7, no. 2 (July 1, 2019): 19–38. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220759&custid=s8280428.
    • Vancouver/ICMJE:
      Vodopija-Krstanovic I, Marinac M. English as an International Language and English Language Teaching: The Theory vs. Practice Divide. Iranian Journal of Language Teaching Research [Internet]. 2019 Jul 1 [cited 2019 Nov 18];7(2):19–38. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1220759&custid=s8280428