Aya Matsuda

When five words are not enough: A conceptual and terminological discussion of English as a lingua franca

The goal of this article is to (re)define key terminology in the study of English as a lingua franca (ELF). Although the diverse perspectives and ideological standpoints represented in competing definitions of terms is appreciated, a critical conversation on definition and interpretation of ELF and other related concepts is crucial in providing a more solid base for further inquiry in this area. Specifically, this study argues that ELF is a term that describes a function that English performs in multilingual contexts and posits that English as an international language refers to specialized cases of ELF found in international contexts. Furthermore, this study differentiates these terms from other related concepts, such as English as a second language and English as a foreign language, and discusses why conceptualizing ELF as a function, rather than a linguistic variety, is necessary in capturing the complexity and diversity found in English today.

Negotiating ELT Assumptions in EIL Classrooms

Both in and out of the field of TESOL, English is recognized as a — and arguably the - international language. English has spread world-wide and is used in various parts of the world, with its number of speakers estimated to be somewhere between 570 million and 1,680 million (Crystal, 1997). It is also often used when people from different countries communicate with each other, as a number of activities today are carried out predominantly (though not exclusively) in English across the world. For instance, there has been an international agreement to adopt English as the language of air-traffic and mariners, and international agencies such as the United Nations use English for their communication. Furthermore, the development of the Internet and on-line communication in recent years has contributed to the increased use of English for international communication.

Teaching materials in EIL

Preface Part I: WHY ANOTHER BOOK ON EIL 1. Another Book about EIL? Heralding the Need for New Ways of Thinking, Doing, and Being Lubna Alsagoff Part II: CALLING FOR CHANGE 2. Individual Identity, Cultural Globalization, and Teaching English as an International Language: The Case for an Epistemic Break B. Kumaravadivelu 3. Principles of Teaching English as an International Language Sandra Lee McKay 4. Language Teaching and Learning in the Postlinguistic Condition? Mark Evan Nelson & Richard Kern 5. The Use of Digital Media in Teaching English as an International Language Paige Ware, Meei-Ling Liaw & Mark Warschauer 6. Linking EIL and Literacy: Theory and Practice Constant Leung & Brian V Street 7. Identity and the EIL Learner Lubna Alsagoff 8. Assessing English as an International Language Guangwei Hu Part III: IMPLEMENTING CHANGE 9. EIL Curriculum Development James Dean Brown 10. Teaching Materials in EIL Aya Matsuda 11. Teaching Oral Skills in English as a Lingua Franca Juliane House 12. Lexical Innovation in English as an International Language: Implications for English Teaching Wendy D. Bokhorst-Heng 13. Corpora in Language Teaching from the Perspective of English as an International Language John Flowerdew 14. Grammar Teaching and Standards Anthea Fraser Gupta 15. Principles and Practices for Teaching English as an International Language: Teaching Critical Reading Catherine Wallace 16. Controversy and Change in How We View L2 Writing in International Contexts Christine Pearson Casanave 17. Literature in Language Teaching Alan Maley 18. Language Learning Strategies: An EIL Perspective Yongqi Gu Part IV: FORGING AHEAD 19. English as an International Language: A Time for Change Sandra Lee McKay About the Contributors Index

‘Not Everyone Can Be a Star’: Students’ and Teachers’ Beliefs about English Teaching in Japan

The discourse of English as an international language (EIL) has a strong presence in formal policies and discussion related to English teaching in Japan. For example, the press release entitled ‘Developing a strategic plan to cultivate “Japanese with English abilities”’ put forward by the Ministry of Education, Culture, Sports, Science and Technology in 2002 began with the following opening paragraph: With the progress of globalization in the economy and in society, it is essential that our children acquire communication skills in English, which has become a common international language, in order for living in the 21st century. This has become an extremely important issue both in terms of the future of our children and the further development of Japan as a nation. (MEXT, 2002)

Globalizing Writing Studies: The Case of U.S. Technical Communication Textbooks:

In an increasingly globalized world, writing courses, situated as they are in local institutional and rhetorical contexts, need to prepare writers for global writing situations. Taking introductory technical communication in the United States as a case study, this article describes how and to what extent global perspectives are incorporated into writing. Based on an analysis of eight textbooks and a closer analysis of four of them, we illustrate the representation of technical communication and communicators as well as multiculturalism and multilingualism in these textbooks and point out the limitations vis-à-vis the cultural and linguistic complexity of global technical communication in today’s world. We conclude by considering implications for U.S. college composition as it continues to contribute to the international discourse of writing studies.

The use of English among Japanese returnees

A discussion of English and code-switching among Japanese who have returned from studying abroad

Is Teaching English as an International Language All about Being Politically Correct

One comment I often receive when I talk about teaching English as an international language (TEIL) is that TEIL is all about being politically correct – a mere gesture to be inclusive and egalitarian, promoted by a certain ideological stance. It is true that there are certain ideologies, language and beyond, that are compatible with certain aspects of TEIL and this encourages some English Language Teaching (ELT) professionals to embrace or reject this approach to English language teaching. My stance on this issue, however, is that TEIL is not about being politically correct or promoting certain ideologies; rather, it is about understanding and accepting the realities of global use of English today and having our teaching grounded in this reality. The article provides a brief overview of what TEIL is and reviews some ideological arguments that seem compatible with TEIL. It then moves on to argue that TEIL is something all English language teachers can and should embrace, regardless of their ideological stance or beliefs about what English should be. This is for a pragmatic reason: to better prepare our students for the messy world of English today.