Principles and Practices for Teaching English as an International Language What general principles should inform a socioculturally sensitive pedagogy for teaching English as an International Language and what practices would be consistent with these principles? Designed for pre-service and in-service teachers of English around the world, this text (cid:118)(cid:8) highlights the importance of socially sensitive pedagogy in contexts outside of inner circle English-speaking countries, in light of the geographical spread of English, its multicultural basis, its pervasiveness in high-stakes decisions, and a widespread belief in the benefits of learning the language (cid:118)(cid:8) provides comprehensive coverage of topics traditionally included in second language methodology courses (such as the teaching of oral skills and grammar), as well as newer fields (such as corpora in language teaching and multimodality) (cid:118)(cid:8) features a balanced treatment of theory and practice (cid:118)(cid:8) offers ‘Exploring the Ideas’ and ‘Applying the Ideas’ activities in each chapter to encourage teachers to apply the pedagogical practices to their own classrooms and to reflect on the effects of such practices. Principles and Practices for Teaching English as an International Language fills a critical need in the field. Lubna Alsagoff is Associate Professor and Head of English Language and Literature at the National Institute of Education, Nanyang Technological University, Singapore. Sandra Lee McKay is Professor Emeritus of English at San Francisco State University. Guangwei Hu is Associate Professor in the English Language and Literature department of the National Institute of Education, Nanyang Technological University, Singapore. Willy A. Renandya is Senior Lecturer in the English Language and Literature department of the National Institute of Education, Nanyang Technological University, Singapore. ESL & Applied Linguistics Professional Series Eli Hinkel, Series Editor Alsagoff/McKay/Hu/Renandya, Eds. Principles and Practices for Teaching English as an International Language Kumaravadivelu Language Teacher Education for A Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing Vandergrift /Goh Teaching and Learning Second Language Listening: Metacognition in Action LoCastro Pragmatics for Language Educators: A Sociolinguistics Perspective Nelson Intelligibility in World Englishes: Theory and Practice Nation/Macalister, Eds. Case Studies in Language Curriculum Design Johnson/Golumbek, Eds. Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development Hinkel, Ed. Handbook of Research in Second Language Teaching and Learning, Volume II Nassaji /Fotos Teaching Grammar in Second Language Classrooms: Integrating Form-Focused Instruction in Communicative Context Murray/Christison What English Language Teachers Need to Know Volume I: Understanding Learning Murray/Christison What English Language Teachers Need to Know Volume II: Facilitating Learning Wong/Waring Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers Nunan/Choi, Eds. Language and Culture: Reflective Narratives and the Emergence of Identity Braine Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth Burns Doing Action Research in English Language Teaching: A Guide for Practitioners Nation/Macalister Language Curriculum Design Birch The English Language Teacher and Global Civil Society Johnson Second Language Teacher Education: A Sociocultural Perspective Nation Teaching ESL/EFL Reading and Writing Nation/Newton Teaching ESL/EFL Listening and Speaking Kachru/Smith Cultures, Contexts, and World Englishes McKay/Bokhorst-Heng International English in its Sociolinguistic Contexts: Towards a Socially Sensitive EIL Pedagogy Christison/Murray, Eds. Leadership in English Language Education: Theoretical Foundations and Practical Skills for Changing Times McCafferty/Stam, Eds. Gesture: Second Language Acquisition and Classroom Research Liu Idioms: Description, Comprehension, Acquisition, and Pedagogy Chapelle/Enright/Jamison, Eds. Building a Validity Argument for the Text of English as a Foreign Language™ Kondo-Brown/Brown, Eds. Teaching Chinese, Japanese, and Korean Heritage Students Curriculum Needs, Materials, and Assessments Youmans Chicano-Anglo Conversations: Truth, Honesty, and Politeness Birch English L2 Reading: Getting to the Bottom, Second Edition Luk/Lin Classroom Interactions as Cross-cultural Encounters: Native Speakers in EFL Lessons Levy/Stockwell CALL Dimensions: Issues and Options in Computer Assisted Language Learning Nero, Ed. Dialects, Englishes, Creoles, and Education Basturkmen Ideas and Options in English for Specific Purposes Kumaravadivelu Understanding Language Teaching: From Method to Postmethod McKay Researching Second Language Classrooms Egbert/Petrie, Eds. CALL Research Perspectives Canagarajah, Ed. Reclaiming the Local in Language Policy and Practice Adamson Language Minority Students in American Schools: An Education in English Fotos/Browne, Eds. New Perspectives on CALL for Second Language Classrooms Hinkel Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar Hinkel/Fotos, Eds. New Perspectives on Grammar Teaching in Second Language Classrooms Hinkel Second Language Writers’ Text: Linguistic and Rhetorical Features Visit www.routledge.com/education for additional information on titles in the ESL & Applied Linguistics Professional Series Principles and Practices for Teaching English as an International Language Edited by Lubna Alsagoff Sandra Lee McKay Guangwei Hu Willy A. Renandya First published 2012 by Routledge 711 Third Avenue, New York, NY 10017 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2012 Taylor & Francis The right of Lubna Alsagoff, Sandra Lee McKay, Guangwei Hu, and Willy A. Renandya to be identified as the editors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging in Publication Data Principles and practices for teaching English as an international language / edited by Lubna Alsagoff ... [et al.]. p. cm. — (ESL & applied linguistics professional series) Includes bibliographical references and index. 1. English language—Study and teaching—Foreign speakers. 2. Lingua francas. I. Lubna Alsagoff. PE1128.A2P725 2012 428.0071—dc23 2011039473 ISBN: 978-0-415-89166-0 (hbk) ISBN: 978-0-415-89167-7 (pbk) ISBN: 978-0-203-81915-9 (ebk) Typeset in Sabon by HWA Text and Data Management, London Printed and bound in the United States of America on acid-free paper. Contents Preface x Acknowledgments xi PART 1 Why Another Book on EIL 1 1 Another Book on EIL? Heralding the Need for New Ways of Thinking, Doing, and Being 3 LUBNA ALSAGOFF PART II Calling for Change 7 2 Individual Identity, Cultural Globalization, and Teaching English as an International Language: The Case for an Epistemic Break 9 B. KUMARAVADIVELU 3 Principles of Teaching English as an International Language 28 SANDRA LEE MCKAY 4 Language Teaching and Learning in the Postlinguistic Condition? 47 MARK EVAN NELSON AND RICHARD KERN viii Contents 5 The Use of Digital Media in Teaching English as an International Language 67 PAIGE WARE, MEEI-LING LIAW, AND MARK WARSCHAUER 6 Linking EIL and Literacy: Theory and Practice 85 CONSTANT LEUNG AND BRIAN V. STREET 7 Identity and the EIL Learner 104 LUBNA ALSAGOFF 8 Assessing English as an International Language 123 GUANGWEI HU PART III Implementing Change 145 9 EIL Curriculum Development 147 JAMES DEAN BROWN 10 Teaching Materials in EIL 168 AYA MATSUDA 11 Teaching Oral Skills in English as a Lingua Franca 186 JULIANE HOUSE 12 Lexical Innovation in English as an International Language: Implications for English Teaching 206 WENDY D. BOKHORST-HENG 13 Corpora in Language Teaching from the Perspective of English as an International Language 226 JOHN FLOWERDEW 14 Grammar Teaching and Standards 244 ANTHEA FRASER GUPTA 15 Principles and Practices for Teaching English as an International Language: Teaching Critical Reading 261 CATHERINE WALLACE Contents ix 16 Controversy and Change in How We View L2 Writing in International Contexts 282 CHRISTINE PEARSON CASANAVE 17 Literature in Language Teaching 299 ALAN MALEY 18 Language Learning Strategies: An EIL Perspective 318 YONGQI GU PART IV Forging Ahead 335 19 English as an International Language: A Time For Change 337 SANDRA LEE MCKAY Contributors 347 Index 353 Preface In an era of globalization where English enjoys the status of an international, global, and world language, learnt and spoken by millions around the world, across linguistic and cultural boundaries, there is, inevitably, a critical need for new perspectives, principles, and practices in the teaching of English to multilingual and multicultural societies. This book addresses such a need. Comprised of chapters from internationally renowned scholars in their respective fields, the book presents insights into the ways in which traditional “methods” of teaching English must be re-examined and transformed to serve the needs of teachers and learners in the dynamic, multilingual, and multicultural contexts where English is used as an international language. The two main sections in the book offer readers two different ways of exploring the issues. In the first, “Calling for Change,” the chapters examine issues at a more theoretical level, while the chapters in the second section, “Implementing Change,” present new pedagogical approaches and practices for EIL teaching. This book represents contemporary ideas and thinking on language education, and addresses fundamental issues related to the teaching and learning of EIL. We believe that it will be a useful text for scholars, teachers, and students, especially those enrolled in graduate programs in teacher education or applied linguistics, who are interested in exploring new perspectives on teaching English, especially in multilingual and multicultural contexts. We hope that the book will be a critical resource in EIL teacher education programs across the world, and perhaps a catalyst for future research in the field of EIL research by teacher practitioners of EIL classrooms. Lubna Alsagoff Sandra Lee McKay Guangwei Hu Willy A. Renandya