Teaching English as an International Language

Oxford Handbooks for Language Teachers

by Sandra Lee McKay

An introduction to the role of English as an international language and its implications for language teaching.

This book shows how the current spread of English as a means of communication throughout the world gives rise to many questions that challenge the way we currently teach. Among the questions it addresses are:

- Because of its role as an international language, should learning English be considered and treated differently from learning other second languages?

- How are changes in English (in grammar, vocabulary, and pronunciation) affected by its role as an international language? How will these changes impact on how well people can understand each other when they use it?

- Should speakers of English as an international language aim to imitate native speakers or are there other ways of defining appropriate use?

- Should ELT materials still use topics related to native English-speaking cultures? Should the methodology they follow reflect the culture of learning of western countries? If not, what alternative topics and models can be used?

The book is organized into five chapters.

Chapter 1: 'English as in international language' contains definitions and descriptions of the spread of English as in international language.

Chapter 2: 'Bilingual users of English' questions the validity of the term 'native speaker' and the usefulness of 'native-speaker models' in the light of the growth in the number of bilingual speakers of English worldwide. It ends with a discussion of the changing role of bilingual teachers of English.

Chapter 3: 'Standards for English as in international language' looks at how we can define standards when the native speaker model is no longer the sole reference point. It includes examples of distinctive features of different varieties of English which have become more generally accepted.

Chapter 4: 'Culture and English as in international language' looks at the role of culture in teaching, and especially at its implications for the content of teaching materials.

Chapter 5: 'Teaching methods and English as an international language' discusses the challenges that English as an international language poses for the communicative language teaching model that currently predominates in many teaching situations.

Each chapter ends with a further reading list, and there are also a glossary and full bibliography at the end of the book.

Genres: Teaching, Linguistics

160 pages, Paperback

First published April 4, 2002

About the author

Sandra Lee McKay is Professor of English at San Francisco State University where she teaches courses in sociolinguistics, methods, and materials for graduate students in TESOL. Her books include Teaching English as an International Language: Rethinking Goals and Approaches (2002, Oxford University Press, winner of the Ben Warren International Book Award), New Immigrants in the US: Readings for Second Language Educators (edited with Sau-ling Wong, 2000, Cambridge University Press) Sociolinguistics and Language Teaching (edited with Nancy Hornberger, 1996, Cambridge University Press), and Teaching English Overseas: An Introduction (1992, published by Oxford University Press). Her interest in English as an international language developed from her extensive work in international teacher education in countries such as Chile, Hong Kong, Hungary, Latvia, Morocco, Japan, Singapore, South Africa and Thailand. Currently she is completing a research methodology text for Lawrence Erlbaum Associates.

Reviews

[jenelle]

my constant grumble about studying applied linguistics is that it always comes back to teaching English & I don't care about that, there are other applied things to do, guys. still, this is an interesting read for thinking about language spread/change and linguistic identity in a holistic socio-historical frame. it considers the role English holds in a spectrum of English-speaking countries, how it came to occupy that space, and importantly, venerates the local variety. for anyone troubled by the neo-imperialism of this whole English teacher abroad workforce, be comforted by this book's existence. responsible, well-balanced, the right tone of sensitivity without sentiment. TEACHERS PLEASE READ.

[Roland]

This is a good book if you're looking for different perspectives on how English education is handled abroad. As a newcomer to learning about TESOL, I was shocked to find that the currently accepted method (CLT) is not as widely used as I thought, and that some countries are actually resistant to it. While I don't agree with all of her conclusions (the vast majority of learners do aim for native-like ability, in my opinion), overall this was a very decent, quick read. Surprisingly good for a required text.

[Elizabeth Braden]

This book by McKay about teaching English as an Interational Language is an excellent book. If one is interested in the teaching of Englihs as an international language, bilingual users of English, standards for teaching English as an international language, the culture in teaching English as an international language, and teaching methods and teaching English as an international language, I would highly recommend this book. McKay writes in a very deep way but also in simple to understand language. Her words are indepth but she uses understandable words that are not technical and well written. I would highly recommend if you might want to know more about this topic.

[Farm Chayanin]

I was hoping that this book will help with my TESOL students but I guess they are a bit too deep

[Jay]

Of the TESOL books I've had to read this has been one of the better ones. It contains lots of interesting and useful information. Also, it's quite slim, so don't sweat it if this shows up on your syllabus.

[Nan Suphaphorn]

No matter who you are, native, ESL, EFL or What so ever. This is a very good book for everyone.

[Syed Awais]

pp-121-2

[Ara Ara]

cool book

[Enal Emqis]

good

[Karen]

gj