Implications of English as an International Language for Language Pedagogy

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The position of the English language in the world has recently underwent an enormous shift. Much literature has been written about what English as an International Language (EIL) actually is (e.g. Alsagoff et al., 2012; Matsuda, 2003; McKay and Brown, 2016; Sharifian, 2009), ranging from a view of EIL as the many varieties of English that are spoken today to the use of English by second language speakers of English. Thus, EIL is viewed both as a type of English and as a way of using English (Cameron & Galloway, 2019). 

In addition, the global spread of English has altered its status from being a homogeneous and standard language spoken by a few powerful countries into an international language or lingua franca spoken by a wide variety of speakers around the world (Llurda, 2004; Galloway & Rose, 2017). Crystal (1997) stated that “if there is one predictable consequence of globalization of a language, it is that nobody owns it anymore” (p. 2). Various studies (e.g. Llurda, 2017; Marlina, 2018; Schuttz, 2019) have widely argued that English does not belong only to native-speaking communities because the number of people who currently speak English as a second/foreign language exceeds that of native English speakers. Seidlhofer (2003) asserted that “English is being shaped at least as much by its nonnative speakers as by its native speakers” (p. 339).

Disponível em: https://files.eric.ed.gov/fulltext/EJ1234483.pdf. Acesso em 28 jun. 2023. 

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