Basic Assumptions in Teaching English as an International Language
Noble opinion is always welcome if it is grounded on the objective reality. Let us be reminded that the article shows different statement that are assumed to be true and from which a conclusion can be drawn about teaching English as an International Language. There are many hypotheses that are taken for granted just to clarify that teaching English language must focus on how it is being used widely and internationally. Let us be thankful to the authors because upon taking their own point presented, we as a learner can have a clear view considering those basic assumptions in teaching English as an International Language. To give a background of it, we have to realize that approximately that by 2020 there will be more speakers of English as a second language than speakers of English as a first language, and that most students will be studying English not to interact with native speakers but to access information in English and to interact with other non-native speakers. Apparently, we will have to respond to this as part of moving towards teaching English as an International Language (EIL). There must be a need for evaluation of native speaker to know whether they follow the standard of grammar, pronunciation, textual organization and all the components of learning the language which non-native speakers must learn. And so in simple analysis, this will lead to changes in what we teach, how we teach, and who teaches.
Looking back to the history and trying to predict the future of English as an International Language, we just simply assume the use of English inside India to show that attitudes to the native speaker model are changing in such countries, with more people rejecting a British accent as socially unacceptable. Let us be guided that the most practical suggestions given in the article are that students should be trained to spot cultural differences, including those in pragmatics and symbolic style, and to be able to communicate their own culture to other people. Perhaps the answer is to concentrate on difference in general.
In fact, it is very important to have a language that the people of the earth have in common. Our world has become very global and we need to communicate with one another. On the other hand, English is a fairly complicated language to learn and it brings its culture with it so basically we need to teach English as an International Language. Whether we like it or not, reality speak up that we are affected with the advent of technology. English as an international language and several other names with relatively similar conceptual frameworks have been proposed as practical substitutes for the old English as a Foreign Language (EFl) and English as a Second Language (ESL).
Based on how I understand it, English as an international language is the same with English as a universal language that refers to the use of English by people of different nations in order to communicate with one another. According to the authors, they claimed that central to the EIL approach is the assumption that EIL is descriptive, reformative, functional, non-artificial, intervarietal, cross-cultural, universal, multicultural, and intercultural. In short, they are the definite description of what is English as an international language.
EIL is descriptive. This is the main concern of a linguist that is to study how the language functions today or how it is actually use and it does not follow the prescriptive elements of the language wherein the main concern is to teach the set of rules and examples dealing with the syntax and word structures of a language, usually intended as an aid to the learning of that language. Prescriptive grammar refers to the structure of a language as certain people think it should be used. Therefore, EIL is subjective but not objective.
EIL is reformative. This is a characteristic of EIL which consider the role of English as it function universally. This is more effective compare to EFL/ ESL. Basically, it has a wide coverage.
Interactors in EIL are unpredictable. This is unpredictable because the interactors can be nationals of different countries compare to EFL and ESL. Let us be reminded that the interactor in EFL is always a native speaker while in ESL situation, the interactors may be non-native speakers communicating with native speakers or the interaction may be between two local non-native speakers, using English internationally.
EIL is intervariatal. This is a description of EIL that consider the interactor as all users of English, no matter where they come from and it’s a situation wherein there’s no speaker as extreme as composed of listener can be any speaker of English, native or non-native. Though, there is a diversity happen but it simply signifies that there is a wide spread of English taking its global consideration.
EIL is functional. This talks about the functions of English concerning how it is being use by people of different nations and different cultures in order to communicate with one another. It is conceptually different from Basic English. It differs from English for Special Purposes (ESP) as well in the sense that it is not limited to any specific domain or field.
EIL is non-artificial. This talks about the use of English language whether in a daily conversation or it could be in broadcasts wherein it has no native speakers. In this description, the language is use in real sense as international (universal) language for human communication.
EIL is cross-cultural. This talk about the diversity of language learners with different cultural background and knowledge of English which somehow they must be prepared to operate within an indefinite or unknown situation. This means that they have to be prepared in a situation that there is a clash of ideas seeking the real function of language, formally or informally. Therefore, this is all about recognizing the fact that the objectives in EIL are broader cross-cultural communication which students must awaken on the reality that they need to practice English in the real world. In short, EIL is multicultural.
EIL is universal. This simply matter on how English language is used in the objective reality, would it be in international trade, diplomacy, tourism and others as long as the English language plays a vital role as a channel of human communication. In fact, the stretch of globalization and the rapid expansion of information technologies, the time has come with the rapid demand of English around the globe.
EIL is intercultural. This means that the non-native speakers are welcome to teach English language because in EFL, only native speakers are accepted to teach the language to the learners. Therefore, teaching English as international language is not biased but fair and free for all.