An English as an internatıonal language (EIL)-oriented general English course: An empirically-researched innovation at tertiary level
2. Uluslar arası 19 Mayıs Yenilikçi Bilimsel Yaklaşımlar Kongresi, Samsun, Turkey, 27 - 29 December 2019, pp.275-297, (Full Text)
- Publication Type: Conference Paper / Full Text
- City: Samsun
- Country: Turkey
- Page Numbers: pp.275-297
- Karadeniz Technical University Affiliated: Yes
Abstract
The current traditional Anglo-American based English Language Teaching assumptions are
found impractical for the needs of new English users who have instrumentally-oriented rather
than solely survival needs in the changing sociolinguistic landscape of English. Intense discussions
have led to the birth of various initiatives, including English as a Lingua Franca, World
Englishes, and so on. Among these the paradigm of English as an International Language (EIL,
hereafter) plays a pivotal role particularly in ELT. Along these lines a large number of EILoriented
pedagogical models for instruction and materials development have been suggested. As
an example pedagogical effort within this framework, an EIL-oriented General English course for
tertiary-level education was devised, and the outcomes, challenges, and responses of it were empirically-
researched with a mixed-method study and reported elsewhere in-depth. This paper,
though, introduces and provides the details of this original course, which aims at serving as a
bridge between theory and application, and addresses its components such as its characteristics,
objectives, syllabus, and teaching procedures and materials of this course. Such detailed descriptions
of case studies could assist teachers who start to question English ownership, the way they
teach, and the materials, methods, and techniques they employ in their classrooms. Starting with
background information covering the tenets of EIL paradigm and English language education in
Turkey, the study goes on with the nature of the course with its components, outcomes, and challenges.
The interested parties are further provided with example group activity handouts and example
modules. Throughout the remainder of it teachers who are interested in incorporating EIL
paradigm into their classes but find its theory elusive are provided practical suggestions for a successful
EIL implementation.