Teaching English as an International Language: An Intercultural Dimension

Teaching English as an International Language: An Intercultural Dimension

Contents

• What is an International Language
• English as an International Language
• The Role of Cultural Learning in EIL
• Types of Cultural Content
• Reflective Approach in Practice (I) (II)(III)
• Conclusion

Preface

• This session is based on Sandra Lee McKay’s work Teaching English as an International Language (2003).
• In this session, we will see how to introduce interculturality into English Language Teaching.
• This is still a new field. Any suggestion or comment will be extremely welcome!

What is an International Language?

• It is a language used by the majority of people from different

• Nationalities

• Ethnical Backgrounds

• or

English as an International Language (EIL)

• Main Characteristics:
• Cross borders
• Primary Function:
• Enable speakers to share their ideas and cultural views
• Cultural Dimension:
• No longer connected to the culture of the *Inner Circle Countries
• (*Native English speaking countries: USA, UK, Canada, Australia, etc.)

The Role of Cultural Learning in EIL

• Goal
• Establish a sphere of Interculturality
• Objectives
• Have understanding on other cultures
• Appreciate cultural differences
• Be able to share one’s own culture in English
• Reflect one’s own culture to the others’

Types of Cultural Content in TEIL

• Textbook

• Teacher

• Student

• Target Culture

• International Culture

• Source Culture

• Source Culture

• Source Culture

Reflective Approach in Practice (I)-1

• While teaching target cultural text…..
• Example – A Korean teacher’s experience:
• One Textbook Exercise asks students to:
• -Look at photos of various American scenes
• -Depict and Match them with different periods of
• American history
• Problems:
• -Students found
• the exercise extremely difficult
• the activity irrelevant to the purpose of learning English
• -The teacher experienced
• limited knowledge in American History
• difficulty instructing the text content

The Korean Teacher’s Approach…..

• The Korean Teacher’s Approach…..
• Replaced the photos in the text with some of various periods in Korea
• Followed the format in the book
• Encouraged his students to reflect on their own culture

• Reflective Approach in Practice (I)-2

• Results
• Overcame the difficulty in instruction
• Increased students’ interest of learning the language
• Helped students use English to compare and contrast two historical cultures

While teaching source cultural text…..

• While teaching source cultural text…..
• Example – A Japanese teacher’s experience:
• Content in the Textbook:
• -Ask students to describe annual Japanese events
• -The events include Children’s Day Festival,
• traditional arts like Haiku, Noh comedy, etc. Problems:
• -How could source cultural text establish a sphere of interculturality?
• -How did students consider their own culture in relation to another?

• Reflective Approach in Practice (II)-1

The Japanese Teacher’s Approach…..

• The Japanese Teacher’s Approach…..
• Asked individual pupil to describe what specific aspects of their culture mean to them
• Then, encouraged students to consider how they would explain elements of their own culture to foreigners

• Reflective Approach in Practice (II)-2

• Results
• Pupils had opportunity to learn more about their own culture
• Pupils learned the language needed to explain the cultural elements in English

• Purposes
• The approach firstly demonstrated the variance within one culture
• Second, it promoted a view of culture as difference

While teaching international cultural text…..

• While teaching international cultural text…..
• Example – Material presents English as well
• as non-English speaking countries
• Content in the Textbook:
• -The texts provide various cultural information
• Problems:
• -Students may be uninterested or puzzled by the information in the text
• -The teacher may not have access to additional information needed to explain some of the cultural references

• Reflective Approach in Practice (III)-1

An Approach Recommended…..

• An Approach Recommended…..
• Extend the text in which a bilingual user interacts with other speakers of English
• Exemplify the manner in which English can be used internationally
• Examples can include lexical, grammatical, and phonological variation in context
• Illustrate cross-cultural pragmatics and appropriateness
• Purposes
• Provide a basis for students to gain a fuller understanding of how English today serves a great variety of international purposes
• Encourage students to reflect on their own local and global uses of English as an International Language

• Reflective Approach in Practice (III)-2

Conclusion

• English is situated at the interface of foreign and native cultural values to a greater extent than any other language because of its greater use around the world.
• In TEIL context, it is important for teachers to consider how to create a sphere of interculturality.
• Try to draw students’ attention to their own history and culture, as well as to those of the target culture, in order to explain and contrast the differences.

- End -

• Thank You !