Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-25T07:11:02.819Z Has data issue: false hasContentIssue false

Teaching English as an International Language

Published online by Cambridge University Press:  20 December 2023

Ali Fuad Selvi
Affiliation:
University of Alabama
Nicola Galloway
Affiliation:
University of Glasgow
Heath Rose
Affiliation:
University of Oxford

Summary

This Element offers a comprehensive account of the unprecedented spread of English as a global language by taking historical, sociolinguistic, and pedagogical perspectives. To realize this mission, it opens with an accessible discussion of the historical trajectory of the English language with qualitative and quantitative connections to its contemporary diversity in terms of forms, roles, functions, uses, users, and contexts of English as a global and multilingual franca. Built upon this synchronic-diachronic symbiosis, the discussion is complemented by an overview of major analytical paradigms and trends that promote systematical scrutiny of the English language and its sociolinguistic and educational implications. It ends by showcasing instructional practices, recommendations, reflective questions, and future directions for language educators to revamp their beliefs, commitments, and practices considering the changing needs and realities of the present-day global sociolinguistic ecology and individuals therein.
Get access
Type
Element
Information
Online ISBN: 9781108902755
Publisher: Cambridge University Press
Print publication: 01 February 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alsagoff, L., McKay, S. L., Hu, G., & Renandya, W. A. (2012). Principles and Practices for Teaching English as an International Language. New York: Routledge. https://doi.org/10.4324/9780203819159.Google Scholar
Ambele, E. A., & Boonsuk, Y. (2021). Voices of learners in Thai ELT classrooms: A wake up call towards teaching English as a lingua franca. Asian Englishes, 23(2), 201–17. https://doi.org/10.1080/13488678.2020.1759248.CrossRefGoogle Scholar
Bayyurt, Y., & Sifakis, N. (2015). Developing an ELF-aware pedagogy: Insights from a self-education programme. In Vettorel, P. (ed.), New Frontiers in Teaching and Learning English (pp. 5576). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Benería, L., Berik, G., & Floro, M. S. (2016). Gender, Development and Globalization: Economics as if All People Mattered. New York: Routledge. https://doi.org/10.4324/9781315822099.Google Scholar
Bhatt, R. M. (2001). World Englishes. Annual Review of Anthropology, 30, 527–50. https://doi.org/10.1146/annurev.anthro.30.1.527.Google Scholar
Biricik Deniz, E., Özkan, Y., & Bayyurt, Y. (2020). ELF-awareness in pre-service English language teacher education: A case study from Turkey. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(2), 270–84. https://doi.org/10.16986/HUJE.2019055867.Google Scholar
Bolander, B. W. R. (2020). World Englishes and transnationalism. In Schreier, D., Hundt, M., & Schneider, E. W. (eds.), The Cambridge Handbook of World Englishes (pp. 676701). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108349406.029.Google Scholar
Bolton, K., & De Costa, P. (2018). World Englishes and second language acquisition: Introduction. World Englishes, 37(1), 24. https://doi.org/10.1111/weng.12298.Google Scholar
Boonsuk, Y. (2021). Which English should we stand for? Voices from lecturers in Thai multicultural universities. Regional Language Centre Journal. https://doi.org/10.1177/00336882211054650.CrossRefGoogle Scholar
Boonsuk, Y., & Ambele, E. A. (2020). Who ‘owns’ English in our changing world? Exploring the perceptions of Thai university students in Thailand. Asian Englishes, 22(3), 297308. https://doi.org/10.1080/13488678.2019.1669302.CrossRefGoogle Scholar
Boonsuk, Y., Ambele, E. A., & McKinley, J. (2021). Developing awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT. System, 99. https://doi.org/10.1016/j.system.2021.102511.Google Scholar
Brown, K. (1993). World Englishes in TESOL programs: An infusion model of curricular innovation. World Englishes, 12(1), 5973. https://doi.org/10.1111/j.1467-971X.1993.tb00007.x.Google Scholar
Bruthiaux, P. (2003). Squaring the circles: Issues in modeling English worldwide. International Journal of Applied Linguistics, 13(2), 159–78. https://doi.org/10.1111/1473-4192.00042.Google Scholar
Buschfeld, S. (2020). Language acquisition and World Englishes. In Schreier, D., Hundt, M., & Schneider, E. W. (eds.), The Cambridge Handbook of World Englishes (pp. 559–84). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108349406.024.Google Scholar
Buschfeld, S., & Kautzsch, A. (2020). Theoretical models of English as a world language. In Schreier, D., Hundt, M., & Schneider, E. W. (eds.), The Cambridge Handbook of World Englishes (pp. 5171). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108349406.003.Google Scholar
Cameron, A., & Galloway, N. (2019). Local thoughts on global ideas: Pre- and in-service TESOL practitioners’ attitudes to the pedagogical implications of the globalization of English. Regional Language Centre Journal, 50(1), 149–63. https://doi.org/10.1177/0033688218822853.Google Scholar
Canagarajah, S. (2005). Reclaiming the Local in Language Policy and Practice. Mahwah, NJ: Lawrence Erlbaum. https://doi.org/10.4324/9781410611840.Google Scholar
Canagarajah, S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. New York: Routledge. https://doi.org/10.4324/9780203073889.Google Scholar
Canagarajah, S. (2016). TESOL as a professional community: A half-century of pedagogy, research, and theory. TESOL Quarterly, 50(1), 741. https://doi.org/10.1002/tesq.275.Google Scholar
Cenoz, J., & Gorter, D. (2022). Pedagogical Translanguaging (Elements in Language Teaching). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781009029384.CrossRefGoogle Scholar
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185209. https://doi.org/10.2307/3587717.Google Scholar
Cook, V. (2007). The goals of ELT: Reproducing native-speakers or promoting multi-competence among second language users? In Cummins, J. & Davison, C. (eds.), International Handbook of English Language Teaching (pp. 237–48). New York: Springer.Google Scholar
Cook, V. (2016). Second Language Learning and Language Teaching (5th ed.). New York: Routledge. https://doi.org/10.4324/9781315883113.Google Scholar
Cortazzi, M., & Jin, L. X. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In Hinkel, E. (ed.), Culture in Second Language Teaching and Learning (pp. 196219). Cambridge: Cambridge University Press.Google Scholar
Crystal, D. (2008). Two thousand million? English Today, 24(1), 36. https://doi.org/10.1017/s0266078408000023.CrossRefGoogle Scholar
Crystal, D. (2012). English as a Global Language (2nd ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/cbo9781139196970.Google Scholar
Crystal, D. (2018). The Cambridge Encyclopedia of the English Language (3rd ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108528931.Google Scholar
Davies, A. (2003). The Native Speaker: Myth and Reality. Clevedon: Multilingual Matters. https://doi.org/10.21832/9781853596247.Google Scholar
D’Angelo, J. (2018). The status of ELF in Japan. In Jenkins, J., Baker, W., & Dewey, M. (eds.), The Routledge Handbook of English as a Lingua Franca (pp. 165–75). Abingdon: Routledge. https://doi.org/10.4324/9781315717173-14.Google Scholar
Dewey, M. (2012). Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a Lingua Franca, 1(1), 141–70. https://doi.org/10.1515/jelf-2012-0007.Google Scholar
Dewey, M., & Jenkins, J. (2010). English as a Lingua Franca in the global context: Interconnectedness, variation and change. In Saxena, M. & Omoniyi, T. (eds.), Contending with Globalization in World Englishes (pp. 7292). Bristol: Multilingual Matters https://doi.org/10.21832/9781847692764-007.Google Scholar
Eberhard, D. M., Simons, G. F., & Fennig, C. D. (2023). Ethnologue: Languages of the World (26th ed.). Dallas, TX: SIL International. https://www.ethnologue.com.Google Scholar
Eurostat, . (2018). Pupils by Education Level and Number of Modern Foreign Languages Studied: Absolute Numbers and % of Pupils by Number of Languages Studied. https://ec.europa.eu/eurostat/databrowser/bookmark/3bffd764-f938-49e7-a8b8-8079271bd539?lang=en.Google Scholar
Fang, F., & Ren, W. (2018). Developing students’ awareness of Global Englishes. English Language Teaching Journal, 72(4), 384–94. https://doi.org/10.1093/elt/ccy012.Google Scholar
Fennell, B. A. (2001). A History of English: A Sociolinguistic Approach. Oxford: Blackwell.Google Scholar
Ferguson, G. (2006). Language Planning and Education. Edinburgh: Edinburgh University Press.CrossRefGoogle Scholar
Filppula, M., Klemola, J., & Sharma, D. (2017). The Oxford Handbook of World Englishes. Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199777716.001.0001.Google Scholar
Firth, A. (1996). The discursive accomplishment of normality: On conversation analysis and ‘lingua franca’ English. Journal of Pragmatics, 26(2), 237–59. https://doi.org/10.1016/0378-2166(96)00014-8.CrossRefGoogle Scholar
Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–71. https://doi.org/10.17763/0017-8055.85.2.149.Google Scholar
Flowers, S. (2015). Developing intercultural communication in an ELF program through digital pen pal exchange. The Center for ELF Journal, 1(1), 2539.Google Scholar
Freeman, D., Katz, A., Gomez, P. G., & Burns, A. (2015). English-for-teaching: Rethinking teacher proficiency in the classroom. English Language Teaching Journal, 69(2), 129–39. https://doi.org/10.1093/elt/ccu074.Google Scholar
Friedrich, P., & Matsuda, A. (2010). When five words are not enough: A conceptual and terminological discussion of English as a Lingua Franca. International Multilingual Research Journal, 4(1), 2030. https://doi.org/10.1080/19313150903500978.Google Scholar
Galloway, N. (2011). An Investigation of Japanese University Students’ Attitudes Towards English [Unpublished Doctoral Dissertation]. University of Southampton. https://eprints.soton.ac.uk/345128/.Google Scholar
Galloway, N. (2013). Global Englishes and English language teaching (ELT): Bridging the gap between theory and practice in a Japanese context. System, 41(3), 786803. https://doi.org/10.1016/j.system.2013.07.019.Google Scholar
Galloway, N. (2017). Global Englishes and Change in English Language Teaching: Attitudes and Impact. Abingdon: Routledge. https://doi.org/10.4324/9781315158983.Google Scholar
Galloway, N., & Rose, H. (2014). Using listening journals to raise awareness of Global Englishes in ELT. English Language Teaching Journal, 68(4), 386–96. https://doi.org/10.1093/elt/ccu021.Google Scholar
Galloway, N., & Rose, H. (2015). Introducing Global Englishes. Abingdon: Routledge. https://doi.org/10.4324/9781315734347.Google Scholar
Galloway, N., & Numajiri, T. (2020). Global Englishes language teaching: Bottom-up curriculum implementation. TESOL Quarterly, 54(1), 118–45. https://doi.org/10.1002/tesq.547.Google Scholar
García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. New York: Palgrave Macmillan. https://doi.org/10.1057/9781137385765.CrossRefGoogle Scholar
Gass, S., & Varonis, M. (1984). The effect of familiarity on the comprehensibility of non-native speech. Language Learning, 34(1), 6589. https://doi.org/10.1111/j.1467-1770.1984.tb00996.x.Google Scholar
Görlach, M. (1988). The development of Standard English. In Görlach, M. (ed.), Studies in the History of the English Language (pp. 964). Heidlberg: Carl Winter.Google Scholar
Graddol, D. (1997). The Future of English. London: British Council.Google Scholar
Gramley, S. (2012). The History of English: An Introduction. London: Routledge. https://doi.org/10.4324/9780429460272.Google Scholar
Grazzi, E. (2016). Network-based language teaching and ELF. In Tsantila, N., Mandalios, J., & Ilkos, M. (eds.), ELF: Pedagogical and Interdisciplinary Perspectives (pp. 1624). Athens: Deree – The American College of Greece.Google Scholar
Hassall, P. J. (1996). Conference review: The 2nd International Conference on World Englishes, Nagoya, Japan, May 1995: Where do we go from here? TEIL: A methodology. World Englishes, 15(3), 419–25. https://doi.org/10.1111/j.1467-971X.1996.tb00131.x.CrossRefGoogle Scholar
Holliday, A. (2005). The Struggle to Teach English as an International Language. Oxford: Oxford University Press.Google Scholar
Holliday, A. (2006). Native-speakerism. ELT Journal, 60(4), 385–7. https://doi.org/10.1093/elt/ccl030.Google Scholar
Horner, B. (2017). Written academic English as a Lingua Franca. In Jenkins, J., Baker, W., & Dewey, M. (eds.), The Routledge Handbook of English as a Lingua Franca (pp. 413–26). Abingdon: Routledge. https://doi.org/10.4324/9781315717173-34.Google Scholar
Hu, G. (2012). Assessing English as an international language. In Alsagoff, L., McKay, S., Hu, G., & Renandya, W. (eds.), Principles and Practices for Teaching English as an International Language (pp. 123–43). New York: Routledge.Google Scholar
Hultgren, A. K. (2020). Global English: From ‘Tyrannosaurus Rex’ to ‘Red Herring’. Nordic Journal of English Studies, 19(3), 1034. https://doi.org/10.35360/njes.574.Google Scholar
Hundt, M. (2020). Corpus-based approaches to World Englishes. In Schreier, D., Hundt, M., & Schneider, E. W. (eds.), The Cambridge Handbook of World Englishes (pp. 506–33). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108349406.022.Google Scholar
Jenkins, J. (2000). The Phonology of English as an International Language. Oxford: Oxford University Press.Google Scholar
Jenkins, J. (2006). Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16(2), 137–62. https://doi.org/10.1111/j.1473-4192.2006.00111.x.Google Scholar
Jenkins, J. (2012). English as a Lingua Franca from the classroom to the classroom. English Language Teaching Journal, 66(4), 486–94. https://doi.org/10.1093/elt/ccs040.Google Scholar
Jenkins, J. (2014). Global Englishes: A Resource Book for Students (3rd ed.). London: Routledge. https://doi.org/10.4324/9781315761596.Google Scholar
Jenkins, J. (2015). Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice, 2(3), 4985. https://doi.org/10.1515/eip-2015-0003.Google Scholar
Jenkins, J., Baker, W., & Dewey, M. (2018). The Routledge Handbook of English as a Lingua Franca. Abingdon: Routledge. https://doi.org/10.4324/9781315717173.Google Scholar
Jenks, C. (2012). Getting acquainted in Skypecasts: Aspects of social organization in online chat rooms. International Journal of Applied Linguistics, 19(1), 2646. https://doi.org/10.1111/j.1473-4192.2009.00211.x.Google Scholar
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In Quirk, R. & Widdowson, H. G. (eds.), English in the World: Teaching and Learning the Language and Literatures (pp. 1130). Cambridge: Cambridge University Press.Google Scholar
Kachru, B. B. (1986). The Alchemy of English: The Spread, Functions, and Models of Non-Native Englishes. Oxford: Pergamon Press.Google Scholar
Kachru, B. B. (1992). Teaching World Englishes: The Other Tongue. Urbana, IL: University of Illinois Press.Google Scholar
Kachru, B. B. (1996). World Englishes: Agony and ectacsy. The Journal of Aesthetic Education, 30(2), 135.155. www.jstor.org/stable/3333196.Google Scholar
Kamhi-Stein, L. (2016). The non-native English speaker teachers in TESOL movement. ELT Journal, 70(2), 180–89. https://doi.org/10.1093/elt/ccv076.Google Scholar
Kankaanranta, A., & Louhiala-Salminen, L. (2018). ELF in the domain of business – BELF: What does the B stand for? In Jenkins, J., Baker, W., & Dewey, M. (eds.), The Routledge Handbook of English as a Lingua Franca (pp. 309–20). Abingdon: Routledge. https://doi.org/10.4324/9781315717173-26.Google Scholar
Kirkpatrick, A. (2010a). The Routledge Handbook of World Englishes. New York: Routledge. https://doi.org/10.4324/9780203849323.Google Scholar
Kirkpatrick, A. (2010b). English as a Lingua Franca in ASEAN: A Multilingual Model. Hong Kong: Hong Kong University Press. https://academic.oup.com/hong-kong-scholarship-online/book/44561.Google Scholar
Kirkpatrick, A. (2021). The Routledge Handbook of World Englishes (2nd ed.). Abingdon: Routledge. https://doi.org/10.4324/9781003128755.Google Scholar
Kohn, K., & Hoffstaedter, P. (2017). Learner agency and non-native speaker identity in pedagogical lingua franca conversations: Insights from intercultural telecollaboration in foreign language education. Computer Assisted Language Learning, 30(5), 351–67. https://doi.org/10.1080/09588221.2017.1304966.Google Scholar
Kramsch, C. (2009). Discourse, the symbolic dimension of Intercultural Competence. In Hu, A. & Byram, M. (eds.), Interkulturelle kompetenz und fremdsprachliches lernen. Modelle, empirie, evaluation [Intercultural competence and foreign language learning: Models, empiricism, assessment] (pp. 107–22). Tübingen: Gunter Narra Verlag.Google Scholar
Kramsch, C. (2015). Applied linguistics: A theory of the practice. Applied Linguistics, 36(4), 454–65. https://doi.org/10.1093/applin/amv039.Google Scholar
Krauss, M. (2007). Native Peoples and Languages of Alaska. Fairbanks, AK: University of Alaska Press.Google Scholar
Kubota, R. (2003). Critical teaching of Japanese culture. Japanese Language and Literature, 37(1), 6787. https://doi.org/10.2307/3594876.Google Scholar
Kubota, R. (2020). Confronting epistemological racism, decolonizing scholarly knowledge: Race and gender in applied linguistics. Applied Linguistics, 41(5), 712–32. www.doi.org/10.1093/applin/amz033.Google Scholar
Kubota, R. (2021). Critical antiracist pedagogy of English as an additional language. English Language Teaching Journal, 75(3), 237–46. https://doi.org/10.1093/elt/ccab015.Google Scholar
Kubota, R., & Miller, E. R. (2017). Reexamining and reenvisioning criticality in language studies: Theories and praxis. Critical Inquiry in Language Studies, 14(2–3), 129–57. https://doi.org/10.1080/15427587.2017.1290500.Google Scholar
Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven, CT: Yale University Press.Google Scholar
Kumaravadivelu, B. (2012). Individual identity, cultural globalization and teaching English as an international language: The case for an epistemic break. In Alsagoff, L., McKay, S. L., Hu, G., & Renandya, W. A. (eds.), Teaching English as an International Language: Principles and Practices (pp. 927). New York: Routledge.Google Scholar
Leung, C. (2014). Communication and participatory involvement in linguistically diverse classrooms. In May, S. (ed.), The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education (pp. 123–46). New York: Routledge.Google Scholar
Liang, M.-Y. (2012). Reimagining communicative context: ELF interaction in second life to learn EFL. Journal of Language, Identity & Education, 11(1), 1634. https://doi.org/10.1080/15348458.2012.644118.Google Scholar
Mair, C. (2019). World Englishes in cyberspace. In Schreier, D., Hundt, M., & Schneider, E. W. (eds.), The Cambridge Handbook of World Englishes (pp. 360–83). Cambridge: Cambridge University Press.Google Scholar
Marlina, R. (2013). Learning about English as an international language in Australia from three students’ perspectives. Asian EFL Journal, 15(3), 201–28.Google Scholar
Marlina, R. (2014). The pedagogy of English as an international language (EIL): More reflections and dialogues. In Marlina, R. & Giri, A. R. (eds.), The Pedagogy of English as an International Language: Perspectives from Scholars, Teachers, and Students (pp. 122). Cham: Springer. https://doi.org/10.1007/978-3-319-06127-6_1.Google Scholar
Marlina, R. (2018). Teaching English as an International Language: Implementing, Reviewing, and Re-Envisioning World Englishes in Language Education. Abingdon: Routledge. https://doi.org/10.4324/9781315315768.Google Scholar
Marshall, S., & Moore, D. (2018). Plurilingualism amid the panoply of lingualisms: Addressing critiques and misconceptions in education. International Journal of Multilingualism, 15(1), 1934. https://doi.org/10.1080/14790718.2016.1253699.Google Scholar
Martin, E. A. (2020). World Englishes in the media. In Nelson, C. L., Proshina, Z. G., & Davis, D. R. (eds.), The Handbook of World Englishes (2nd ed.) (pp. 595615). Malden, MA: Blackwell. https://doi.org/10.1002/9781119147282.ch33.Google Scholar
Matsuda, A. (2012). Principles and Practices of Teaching English as an International Language. Bristol: Multilingual Matters. https://doi.org/10.21832/9781847697042.Google Scholar
Matsuda, A. (2017). Preparing Teachers to Teach English as an International Language. Bristol: Multilingual Matters. https://doi.org/10.21832/9781783097036.Google Scholar
Matsuda, A. (2019). World Englishes in English language teaching: Kachru’s six fallacies and the TEIL paradigm. World Englishes, 38(1–2), 144–54. https://doi.org/10.1111/weng.12368.Google Scholar
Matsuda, A. (2020). World Englishes and pedagogy. In Nelson, C. L., Proshina, Z. G., & Davis, D. R. (eds.), The Handbook of World Englishes (2nd ed.) (pp. 686702). Malden, MA: Blackwell. https://doi.org/10.1002/9781119147282.ch38.Google Scholar
Matsuda, A. (2023). TEIL as a tool for anti-racist pedagogy: Exploring its potential. In Friedrich, P. (ed.), The Anti-racism Linguist: A Book of Readings (pp. 2643). Bristol: Multilingual Matters.Google Scholar
Matsuda, A., & Friedrich, P. (2011). English as an international language: A curriculum blueprint. World Englishes, 30(3), 332–44. https://doi.org/10.1111/j.1467-971X.2011.01717.x.Google Scholar
Matsuda, A., & Friedrich, P. (2012). Selecting an instructional variety for an EIL curriculum. In Matsuda, A. (ed.), Principles and Practices of Teaching English as an International Language (pp. 1727). Bristol: Multilingual Matters. https://doi.org/10.21832/9781847697042-003.CrossRefGoogle Scholar
Matsuda, A., & Matsuda, P. K. (2018). Teaching English as an International Language: A WE-informed paradigm for English language teaching. In Low, E. L. & Pakir, A. (eds.), World Englishes: Rethinking Paradigms (pp. 6477). Abingdon: Routledge.Google Scholar
May, S. (2014). The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education. New York: Routledge. https://doi.org/10.4324/9780203113493.Google Scholar
McArthur, T. (1987). The English languages? English Today, 11(2), 913. https://doi.org/10.1017/S0266078400013511.Google Scholar
McArthur, T. (1998). The English Languages. Cambridge: Cambridge University Press.Google Scholar
McArthur, T. (2003). World English, Euro-English, Nordic English? English Today, 19(1), 54–8. https://doi.org/10.1017/S026607840300107X.Google Scholar
McKay, S. L. (2002). English as an International Language: Rethinking Goals and Approaches. Oxford: Oxford University Press.Google Scholar
McKay, S. L. (2011). English as an international lingua franca pedagogy. In Hinkel, E. (ed.), Handbook of Research in Second Language Teaching and Learning (Vol. 2, pp. 122–39). New York: Routledge.Google Scholar
McKay, S. L. (2018). English as an international language: What it is and what it means for pedagogy. Regional Language Centre Journal, 49(1), 923. https://doi.org/10.1177/0033688217738817.Google Scholar
McKay, S. L., & Brown, J. D. (2016). Teaching and Assessing EIL in Local Contexts around the World. Abingdon: Routledge. https://doi.org/10.4324/9781315769097.Google Scholar
McKinley, J. (2019). Evolving the TESOL teaching–research nexus. TESOL Quarterly, 53(3), 875–84. https://doi.org/10.1002/tesq.509.Google Scholar
Meier, G. (2017). The multilingual turn as a critical movement in education: Assumptions, challenges and a need for reflection. Applied Linguistics Review, 8(1), 131–61. https://doi.org/10.1515/applirev-2016-2010.Google Scholar
Melchers, G., & Shaw, P. (2011). World Englishes (2nd ed.). London: Routledge. https://doi.org/10.4324/9780203785416.Google Scholar
Melchers, G., Shaw, P., & Sundkvist, P. (2019). World Englishes (3rd ed.). London: Routledge. https://doi.org/10.4324/9781351042581.Google Scholar
Modiano, M. (1999). International English in the global village. English Today, 15(2), 22–8. https://doi.org/10.1017/S026607840001083X.Google Scholar
Modiano, M. (2003). Euro-English: A Swedish perspective. English Today, 19(2), 915. https://doi.org/10.1017/S0266078403002074.Google Scholar
Moody, A. (2020). World Englishes in the media. In Schreier, D., Hundt, M., & Schneider, E. (eds.), The Cambridge Handbook of World Englishes (pp. 652–75). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108349406.028.Google Scholar
Motha, S. (2014). Race and Empire in English Language Teaching. New York: Teachers College Press, Columbia University.Google Scholar
Mufwene, S. S. (2007). How languages die. In Fernández-Vest, J. (ed.). Combatpour les Langues du Monde—Fighting for the World’s Languages: Hommage à Claude Hagège (pp. 377–88). Paris: L’Harmattan.Google Scholar
Mustafa, R., & Hamdan Alghamdi, A. K. H. (2020). Push-pull factors influencing Saudi women’s investment in English-language learning. Journal of Women and Gender in Higher Education, 13(1), 93113. https://doi.org/10.1080/26379112.2020.1732428.Google Scholar
Nelson, C. L., Proshina, Z. G., & Davis, D. R. (2020a). Introduction: The world of World Englishes. In Nelson, C. L., Proshina, Z. G., & Davis, D. R. (eds.), The Handbook of World Englishes (2nd ed.) (pp. xxvixxx). Hoboken, NJ: Wiley Blackwell. https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781119147282.fmatter.Google Scholar
Nelson, C. L., Proshina, Z. G., & Davis, D. R. (2020b). The Handbook of World Englishes (2nd ed.). Hoboken, NJ: Wiley Blackwell. https://doi.org/10.1002/9781119147282.Google Scholar
Nero, S. (2012). Languages without borders: TESOL in a transient world. TESL Canada Journal, 29(2), 143–54. https://doi.org/10.18806/tesl.v29i2.1106.Google Scholar
Paikeday, T. (1985). The Native Speaker Is Dead! Toronto: Paikeday.Google Scholar
Pasternak, M., & Bailey, K. M. (2004). Preparing nonnative and native English-speaking teachers: Issues of professionalism and proficiency. In Kamhi-Stein, L. D. (ed.), Learning and Teaching from Experience: Perspectives on Nonnative English-Speaking Professionals (pp. 155–75). Ann Arbor, MI: The University of Michigan Press.Google Scholar
Pennycook, A. (2007). Global Englishes and Transcultural Flows. London: Routledge. https://doi.org/10.4324/9780203088807.Google Scholar
Pennycook, A. (2010). Language as a Local Practice. London: Routledge. https://doi.org/10.4324/9780203846223.Google Scholar
Pennycook, A. (2016). Politics, power relationships and ELT. In Hall, G. (ed.), The Routledge Handbook of English Language Teaching (pp. 2637). Abingdon: Routledge. https://doi.org/10.4324/9781315676203-4.Google Scholar
Pennycook, A. (2020a). Pushing the ontological boundaries of English. In Hall, C. J. & Wicaksono, R. (eds.), Ontologies of English: Conceptualising the Language for Learning, Teaching, and Assessment (pp. 355–67). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108685153.018.Google Scholar
Pennycook, A. (2020b). Translingual entanglements of English. World Englishes, 39(2), 222–35. https://doi.org/10.1111/weng.12456.Google Scholar
Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.Google Scholar
Phillipson, R. (2009). Linguistic Imperialism Continued. New York: Routledge. https://doi.org/10.4324/9780203857175.Google Scholar
Phillipson, R. (2012). Linguistic imperialism. In Chapelle, C. (ed.), The Encyclopedia of Applied Linguistics (pp. 17). Chichester: Wiley Blackwell. https://doi.org/10.1002/9781405198431.wbeal0718.pub2.Google Scholar
Phillipson, R., & Skutnabb-Kangas, T. (1999). Englishization: One dimension of globalization. In Graddol, D. & Meinhof, U. H. (eds.), English in a Changing World (pp. 1936). Oxford: Catchline.Google Scholar
Piller, I., & Cho, J. (2013). Neoliberalism as language policy. Language in Society, 42(1), 2344. https://doi.org/10.1017/S0047404512000887.Google Scholar
Rampton, B. (1990). Displacing the ‘native speaker’: Expertise, affiliation and inheritance. English Language Teaching Journal, 44(2), 97101.Google Scholar
Rogers, E.M. (2003). Diffusion of Innovations (5th ed.). New York: Free Press.Google Scholar
Rose, H., & Galloway, N. (2019). Global Englishes for Language Teaching. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678343.Google Scholar
Rose, H., & Montakantiwong, A. (2018). A tale of two teachers: A duoethnography of the realistic and idealistic successes and failures of teaching English as an international language. RELC Journal, 49(1), 88101. https://doi.org/10.1177/0033688217746206.Google Scholar
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Global TESOL for the 21st Century: Teaching English in a Changing Context. Bristol: Multilingual Matters. https://doi.org/10.21832/9781788928199.Google Scholar
Rose, H., McKinley, J., & Galloway, N. (2021). Global Englishes and language teaching: A review of pedagogical research. Language Teaching, 54(2), 157–89. https://doi.org/10.1017/S0261444820000518.Google Scholar
Rudolph, N. (2018). Essentialization, idealization, and apprehensions of local language practice in the classroom. In Yazan, B. & Rudolph, N. (eds.), Criticality, Teacher Identity, and (In)equity in English Language Teaching (pp. 275302). Cham: Springer. https://doi.org/10.1007/978-3-319-72920-6_15.Google Scholar
Rudolph, N., Selvi, A. F., & Yazan, B. (2015). Conceptualizing and confronting inequity: Approaches within and new directions for the ‘NNEST movement’. Critical Inquiry in Language Studies, 12(1), 2750. https://doi.org/10.1080/15427587.2015.997650.Google Scholar
Saraceni, M. (2015). World Englishes: A Critical Analysis. London: Bloomsbury. https://doi.org/10.5040/9781474249232.Google Scholar
Sato, M., & Loewen, S. (2019). Do teachers care about research? The research–pedagogy dialogue. English Language Teaching Journal, 73(1), 110. https://doi.org/10.1093/elt/ccy048.Google Scholar
Schneider, E. W. (2007). Postcolonial English: Varieties around the World. Cambridge: Cambridge University Press. https://doi.org/10.1017/cbo9780511618901.Google Scholar
Schoorl, J. L., Heering, I., Esveldt, G., et al. (2000). Push and Pull Factors of International Migration: A Comparative Report. Eurostat. https://op.europa.eu/en/publication-detail/-/publication/90913700-dbbb-40b8-8f85-bec0a6e29e83.Google Scholar
Schreier, D., Hundt, M., & Schneider, E. W. (2020). The Cambridge Handbook of World Englishes. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108349406.Google Scholar
Schreier, D., Schneider, E. W., & Hundt, M. (2019). The Cambridge Handbook of World Englishes. Cambridge: Cambridge University Press.Google Scholar
Seargeant, P. (2016). World Englishes and English as a Lingua Franca: A changing context for ELT. In Hall, G. (ed.), The Routledge Handbook of English Language Teaching (pp. 1325). Abingdon: Routledge.Google Scholar
Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 200–39. https://doi.org/10.1017/s0267190504000145.Google Scholar
Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford: Oxford University Press.Google Scholar
Selvi, A. F. (2014). Myths and misconceptions about the non-native English speakers in TESOL (NNEST) Movement. TESOL Journal, 5(3), 573611. https://doi.org/10.1002/tesj.158.Google Scholar
Selvi, A. F. (2019a). Incorporating World Englishes in K-12 classrooms. In de Oliveira, L. (ed.), The Handbook of TESOL in K-12 (pp. 8399). Hoboken, NJ: Wiley-Blackwell. https://doi.org/10.1002/9781119421702.ch7.Google Scholar
Selvi, A. F. (2019b). The ‘non-native’ teacher. In Mann, S. & Walsh, S. (eds.), The Routledge Handbook of English Language Teacher Education (pp. 184–98). Abingdon: Routledge. https://doi.org/10.4324/9781315659824-16.Google Scholar
Selvi, A. F., & Yazan, B. (2013). Teaching English as an International Language. Alexandria, VA: TESOL Press.Google Scholar
Selvi, A. F., & Yazan, B. (2021). Language Teacher Education for Global Englishes: A Practical Resource Book. Abingdon: Routledge. https://doi.org/10.4324/9781003082712.Google Scholar
Selvi, A. F., Yazan, B., & Mahboob, A. (2023). Research on ‘native’ and ‘non-native’ English-speaking teachers: Past developments, current status, and future directions. Language Teaching. https://doi.org/10.1017/S0261444823000137Google Scholar
Sharifian, F. (2009). English as an International Language. Bristol: Multilingual Matters. https://doi.org/10.21832/9781847691231.Google Scholar
Sifakis, N. C. (2014). ELF awareness as an opportunity for change: A transformative perspective for ESOL teacher education. Journal of English as a Lingua Franca, 3(2), 317–35. https://doi.org/10.1515/jelf-2014-0019.Google Scholar
Sifakis, N. C. (2019). ELF awareness in English language teaching: Principles and processes. Applied Linguistics, 40(2), 288306. https://doi.org/10.1093/applin/amx034.Google Scholar
Sifakis, N. C., & Bayyurt, Y. (2015). Insights from ELF and WE in teacher training in Greece and Turkey. World Englishes, 34(3), 471–84. https://doi.org/10.1111/weng.12150.Google Scholar
Skutnabb-Kangas, T. (2000). Linguistic Genocide in Education–or Worldwide Diversity and Human Rights? New York: Routledge. https://doi.org/10.4324/9781410605191.Google Scholar
Smith, L. E., & Nelson, C. L. (1985). International intelligibility of English: Directions and resources. World Englishes, 4(3), 333–42.Google Scholar
Smolder, C. (2009). ELT and the native speaker ideal: Some food for thought. International House Journal of Education and Development, 22(26), 4562.Google Scholar
Spolsky, B. (2006). Language Policy. Cambridge: Cambridge University Press.Google Scholar
Starbucks. (n.d.). Company Information. www.starbucks.com/about-us/.Google Scholar
Statista. (2023). The Most Spoken Languages Worldwide in 2023. www.statista.com/statistics/266808/the-most-spoken-languages-worldwide/.Google Scholar
Strevens, P. (1980). Teaching English as an International Language: From Practice to Principle. Oxford: Pergamon Press.Google Scholar
Sunderland, J., Rahim, F. A., Leontzakou, C., & Shattuck, J. (2000). From bias ‘in the text’ to ‘teacher talk around the text’: An exploration of teacher discourse and gendered foreign language textbook texts. Linguistics and Education, 11(3), 251–86. https://doi.org/10.1016/s0898-5898(00)00034-6.Google Scholar
Swan, A., Aboshiha, P., & Holliday, A. (2015). (En)countering Native-Speakerism: Global Perspectives. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137463500.Google Scholar
Tardy, C. M., Reed, K., Slinkard, J. R., & LaMance, R. (2020). Exploring Global Englishes content and language variation in an academic writing course. TESOL Journal, e 520, 111. https://doi.org/10.1002/tesj.520.Google Scholar
Thumboo, E. (2020). The literary dimension of World Englishes. In Nelson, C. L., Proshina, Z. G., & Davis, D. R. (eds.), The Handbook of World Englishes (2nd ed.) (pp. 383406). Hoboken, NJ: Wiley Blackwell. https://doi.org/10.1002/9781119147282.ch22.Google Scholar
Tollefson, J. (2000). Policy and ideology in the spread of English. In Hall, J. K. & Eggington, W. (eds.), The Sociopolitics of English Language Teaching (pp. 721). Clevedon: Multilingual Matters.Google Scholar
Townend, M. (2006). Contacts and conflicts: Latin, Norse, and French. In Mugglestone, L. (ed.), The Oxford History of English (pp. 6185). Oxford: Oxford University Press.Google Scholar
Vavrus, F. K. (1991). When paradigms clash: The role of institutionalized varieties in language teacher education. World Englishes, 10(2), 181–95. https://doi.org/10.1111/j.1467-971X.1991.tb00150.x.Google Scholar
Vettorel, P., & Corrizzato, S. (2016). Fostering awareness of the pedagogical implications of World Englishes and ELF in teacher education in Italy. Studies in Second Language Learning and Teaching, 6(3), 487511. https://doi.org/10.14746/ssllt.2016.6.3.6.Google Scholar
Von Esch, K. S., Motha, S., & Kubota, R. (2020). Race and language teaching. Language Teaching, 53(4), 391421. https://doi.org/10.1017/S0261444820000269.Google Scholar
W3Techs. (2023). Usage Statistics of Content Languages for Websites. https://w3techs.com/technologies/overview/content_language.Google Scholar

Save element to Kindle

To save this element to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Teaching English as an International Language
Available formats
×

Save element to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Teaching English as an International Language
Available formats
×

Save element to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Teaching English as an International Language
Available formats
×