The Notion of English as an International Language in a Selection of Teacher Education Programs in Colombia
Abstract
English as an International Language (EIL) constitutes a paradigm for the teaching of English from a pluri-centric linguistic, cultural, and pedagogical approach. This article reports on the partial findings of a Comparative Case Study (CCS) conducted to assess the manifestation of the notion of EIL in the curriculum policy documents of a selection of initial teacher education programs in Colombia. Qualitative Content Analysis (QCA) was applied to the curriculum policy documents of three English teacher education programs, and a descriptive account of the contents of these documents is given to support the reported assessment. The analysis revealed that the manifestation of EIL, whenever found, was mostly inferable in the documents of two programs in the functional dimension of EIL and in its dimension of Teacher Education, whereas one program’s document generally did not show manifestation of this paradigm.
Keywords
Non-Native Speakers, Language Policy, Comparative Case Study, Qualitative Content Analysis, Initial Teacher EducationReferences
Asker, B. (2006). Some reflections on English as a ‘semi-sacred’ language. English Today, 22(1), 29-35. https://doi.org/10.1017/S0266078406001052
Bartlett, L., & Vavrus, F. (2017). Rethinking case study research: A comparative approach. Routledge.
Brutt-Griffler, J. (1998). The development of English as an international language: A theory of world language [Doctoral dissertation, The Ohio State University]. OhioLINK Elec-tronic Theses and Dissertations Center.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1242754518
Brutt-Griffler, J. (2002). World English: A study of its development. Multilingual Matters.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford Uni-versity Press.
Cioè-Peña, M., Moore, E., & Rojo, L. M. (2016). The burden of “nativeness”: Four plurilin-gual student-teachers’ stories. Bellaterra Journal of Teaching and Learning Language and Literature, 9(2). https://doi.org/10.5565/rev/jtl3.677
Cogo, A. (2012). English as a Lingua Franca: Concepts, use, and implications. ELT Journal, 66(1), 97-105. https://doi.org/10.1093/elt/ccr069
Correa, D. (2018). An Equal Employment Opportunity Composite Indicator: Constructing a measure of progress towards more equitable NNEST employment practices and poli-cies [Master’s thesis]. University of Nottingham.
Dogancay-Aktuna, S., & Hardman, J. (2012). Teacher education for EIL: Working toward a situated meta-praxis. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 103-118). Multilingual Matters.
Eberhard, D. M., Simons, G. F., & Fennig, C. D. (2022). Ethnologue: Languages of the World (24th ed.). https://www.ethnologue.com/language/eng
Friedrich, P., & Matsuda, A. (2010). When five words are not enough: A conceptual and ter-minological discussion of English as a Lingua Franca. International Multilingual Re-search Journal, 4(1), 20-30.
González, A. (2007). Professional development of EFL in Colombia: Between colonial and local practices. Íkala, Revista de Lenguaje y Cultura, 12(1), 309-332. https://doi.org/10.17533/udea.ikala.2722
González, A. (2010). English and English teaching in Colombia: Tensions and possibilities in the expanding circle. In A. Kirkpatrick (Ed.), The Routledge handbook of world Eng-lishes (pp. 332-351). Routledge.
Harmer, J. (2001). The practice of English language teaching (3rd ed.). Longman.
Hino, N. (2012). Endonormative models of EIL for the expanding circle. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 28-43). Multilingual Matters. https://doi.org/10.21832/9781847697042-004
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83-103. https://doi.org/10.1093/applin/23.1.83
Jenkins, J. (2007). English as a Lingua Franca: Attitude and identity. Oxford University Press.
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11-30). Cambridge University Press.
Kachru, B. B. (1986). ESP and non-native varieties of English: Toward a shift in paradigm. Studies in the Linguistic Sciences, 16(1), 13-34. https://linguistics.illinois.edu/research/studies-linguistics-sciences/archives/sls-1980-1989-volumes-101-192
Kirkpatrick, A. (2014). Teaching English in Asia in non-Anglo cultural contexts: Principles of the ‘Lingua Franca approach’. In R. Marlina & R. A. Giri (Eds.), The pedagogy of English as an international language: Perspectives from scholars, teachers, and stu-dents (pp. 23-34). Springer. https://doi.org/10.1007/978-3-319-06127-6_2
Marlina, R. (2014). The pedagogy of English as an international language (EIL): More reflec-tions and dialogues. In R. Marlina & R. A. Giri (Eds.), The pedagogy of English as an international language (pp. 1-19). Springer.
Matsuda, A. (2003). Incorporating world Englishes in teaching English as an international language. TESOL Quarterly, 37(4), 719-729. https://doi.org/10.2307/3588220
Matsuda, A. (2012). Teaching English as an international language. In A. Matsuda (Ed.), Prin-ciples and practices of teaching English as an international language (pp. 1-14). Multi-lingual Matters.
Matsuda, A. (2019). World Englishes in English language teaching: Kachru’s six fallacies and the TEIL paradigm. World Englishes, 38(1-2), 144-154. https://doi.org/10.1111/weng.12368
Matsuda, A., & Friedrich, P. (2012). Selecting an instructional variety for an EIL curriculum. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 17-27). Multilingual Matters.
McKay, S. (2002). Teaching English as an international language: Rethinking goals and ap-proaches. Oxford University Press.
McKay, S. (2003). Teaching English as an international language: The Chilean context. ELT Journal, 57(2), 139-148. https://doi.org/10.1093/elt/57.2.139
McKay, S. (2012). Teaching materials for English as an international language. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 70-83). Multilingual Matters. https://doi.org/10.21832/9781847697042-007
Ministerio de Educación Nacional. (2024). Consulta de programas: Sistema Nacional de In-formación para la Educación superior en Colombia.
https://hecaa.mineducacion.gov.co/consultaspublicas/programas
Pennycook, A. (2007). Global Englishes and transcultural flows. Routledge. https://doi.org/10.4324/9780203088807
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
Prodromou, L. (2007). Is ELF a variety of English? English Today, 23(1), 47-53. https://doi.org/10.1017/S0266078407002088
Renandya, W. (2012). Teacher roles in EIL. The European Journal of Applied Linguistics and TEFL, 1(2), 65-80.
https://www.researchgate.net/publication/292435645_Teacher_Roles_in_EIL
Schreier, M. (2014). Qualitative content analysis. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 170-183). SAGE.
Selvi, A. F. (2014). Myths and misconceptions about nonnative English speakers in the TESOL (NNEST) movement. TESOL Journal, 5(3), 573-611. https://doi.org/10.1002/tesj.158
Sharifian, F. (2009). English as an international language: An overview. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 1-18). Multilingual Matters.
Torres-Rocha, J. C. (2019). EFL teacher professionalism and identity: Between local/global ELT tensions. HOW, 26(1), 153-176. https://doi.org/10.19183/how.26.1.501
Torres-Rocha, J. C. (2023). English language teacher educators’ critical professional identity constructions and negotiations. Language and Intercultural Communication, 23(1), 53-68. https://doi.org/10.1080/14708477.2023.2166058
Published
Downloads
Copyright (c) 2024 Oscar Gomez-Delgado
This work is licensed under a Creative Commons Attribution 4.0 International License.