Teaching English as an International Language: An Intercultural Dimension

1. Teaching English as an International Language:An Intercultural Dimension Gateway 3 Cindy Lee

2. Contents • What is an International Language • English as an International Language • The Role of Cultural Learning in EIL • Types of Cultural Content • Reflective Approach in Practice (I) (II)(III) • Conclusion

3. Preface • This session is based on Sandra Lee McKay’s work Teaching English as an International Language (2003). • In this session, we will see how to introduce interculturality into English Language Teaching. • This is still a new field. Any suggestion or comment will be extremely welcome!

4. What is an International Language? It is a language used by the majority of people from different Nationalities or Ethnical Backgrounds

5. English as an International Language (EIL) • Main Characteristics: Cross borders • Primary Function: Enable speakers to share their ideas and cultural views • Cultural Dimension: No longer connected to the culture of the *Inner Circle Countries (*Native English speaking countries: USA, UK, Canada, Australia, etc.)

6. The Role of Cultural Learning in EIL • Goal Establish a sphere of Interculturality • Objectives • Have understanding on other cultures • Appreciate cultural differences • Be able to share one’s own culture in English • Reflect one’s own culture to the others’

7. Types of Cultural Content in TEIL International Culture Target Culture Source Culture Textbook Teacher Student Source Culture Source Culture

8. Reflective Approach in Practice (I)-1 While teaching target cultural text….. • Example – A Korean teacher’s experience: • One Textbook Exercise asks students to: -Look at photos of various American scenes -Depict and Match them with different periods of American history • Problems: -Students found the exercise extremely difficult the activity irrelevant to the purpose of learning English -The teacher experienced limited knowledge in American History difficulty instructing the text content

9. Reflective Approach in Practice (I)-2 The Korean Teacher’s Approach….. • Replaced the photos in the text with some of various periods in Korea • Followed the format in the book • Encouraged his students to reflect on their own culture • Results • Overcame the difficulty in instruction • Increased students’ interest of learning the language • Helped students use English to compare and contrast two historical cultures

10. Reflective Approach in Practice (II)-1 While teaching source cultural text….. • Example – A Japanese teacher’s experience: • Content in the Textbook: -Ask students to describe annual Japanese events -The events include Children’s Day Festival, traditional arts like Haiku, Noh comedy, etc. Problems: -How could source cultural text establish a sphere of interculturality? -How did students consider their own culture in relation to another?

11. Reflective Approach in Practice (II)-2 The Japanese Teacher’s Approach….. • Asked individual pupil to describe what specific aspects of their culture mean to them • Then, encouraged students to consider how they would explain elements of their own culture to foreigners • Purposes • The approach firstly demonstrated the variance within one culture • Second, it promoted a view of culture as difference • Results • Pupils had opportunity to learn more about their own culture • Pupils learned the language needed to explain the cultural elements in English

12. Reflective Approach in Practice (III)-1 While teaching international cultural text….. • Example – Material presents English as well as non-English speaking countries • Content in the Textbook: -The texts provide various cultural information • Problems: -Students may be uninterested or puzzled by the information in the text -The teacher may not have access to additional information needed to explain some of the cultural references

13. Reflective Approach in Practice (III)-2 An Approach Recommended….. • Extend the text in which a bilingual user interacts with other speakers of English • Exemplify the manner in which English can be used internationally • Examples can include lexical, grammatical, and phonological variation in context • Illustrate cross-cultural pragmatics and appropriateness Purposes • Provide a basis for students to gain a fuller understanding of how English today serves a great variety of international purposes • Encourage students to reflect on their own local and global uses of English as an International Language

14. Conclusion • English is situated at the interface of foreign and native cultural values to a greater extent than any other language because of its greater use around the world. • In TEIL context, it is important for teachers to consider how to create a sphere of interculturality. • Try to draw students’ attention to their own history and culture, as well as to those of the target culture, in order to explain and contrast the differences.

15. - End - Thank You !