Learning about English as an International Language in Australia from three students’ perspectives

| September 8, 2013
Title
Learning about English as an International Language in Australia from three students’ perspectives

Keywords: world Englishes, English as an international language, different varieties of English, syllabus

Author
Roby Marlina
Monash University, Australia

Bio
Roby Marlina lectures in the program of English as an International Language (EIL) at Monash University, Melbourne, Australia. His research interests include curriculum and pedagogy of EIL, and international/multicultural education. His writing has appeared in the International Journal of Educational Research and in a number of books edited by TESOL and EIL scholars from diverse contexts.

Abstract
The pluralisation of the English language as a result of its global expansion has led many scholars to emphasise the importance of incorporating different varieties of English in today’s English language teaching syllabus. Despite the extensive promotion of the importance and beneficial outcomes of learning English as an International Language (EIL) in today’s globalised world, it is still unknown if students, especially those who have learnt or are still learning EIL, also perceive and experience the relevance as well as benefits of learning about EIL proposed by scholars from the field. This case study of 3 undergraduate international students from an EIL program at a university in Australia reveals that these students have to some extent benefited from learning about EIL and at the same time experience challenges in implementing those benefits outside classrooms. This study offers EIL educators and scholars modest suggestions for designing syllabus materials for teaching EIL.
[private] See page: 201-228
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Category: Quarterly Journal, Volume 15 Issue 3