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Basic Assumptions in Teaching English as an International Language
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Introduction The worldwide growing interest in English stresses the need for a new approach to English language teaching. This new orientation is called English as an International Language (EIL). Basic to this approach is the realization of the world's exceptional condition in terms of human relations, made possible by improvements in communication technology. As a result, English as an international language and several other names with relatively similar conceptual frameworks have been proposed as viable substitutes for the old EFL/ESL models. Among the proposed models are English as an International or Intranational Language (EIIL), Smith (1978); English as an International Auxiliary Language (EIAL), Smith (1983); and English as a World Language, (EWL), Nunan (1999/2000). Partly to overcome the inadequacies and imprecision of the previous models and partly to respond to the evolving needs of the learners, who are undoubtedly affected by the process of globalization, EIL opens new avenues for research and investigation. This article is an attempt to evaluate this model and its basic assumptions with the purpose of investigating the eventual effects and changes it brings about. What is English as an International Language (EIL)? EIL refers to the use of English by people of different nations in order to communicate with one another. Basic Underlying Assumptions The wide range of expectations from such an initiation presupposes certain outstanding qualities on its part. Accordingly this work attempts to put the proposed assumptions from different perspectives under a new framework. Based on proportionally vast but disorganized and distracted resources available, it is claimed that central to the EIL approach is the assumption that EIL is descriptive, reformative, functional, non-artificial, intervarietal, cross-cultural, universal, multicultural, and intercultural. The following headings together may constitute the core of this approach. English is an international language. As a lingua franca of the past century and the new millenium, English is one of the most important means for acquiring access to the world's intellectual and technical resources. Though Shaw (1981) recognizes it as a vestige of British colonism or the sign of the American cultural imperialism, English is now seen less as a symbol of imperialism and more as a viable candidate for the world's most important international language. (Smith 1983; Kachru 1982; Alptekin & Alptekin 1984; Jenkins 1998). At this point in the world's history, English is the pre-eminent language of wider communication. It is used as a library language, as the medium of science, technology and international trade, and as a contact language between nations and parts of nations. EIL is descriptive. Baxter (1980) characterizes EIL as a description of how it functions today throughout the world not a prescription for how English should be used. Approving the learners' equal right to take advantage of this international tool, it directly deals with how people use English to maintain their relationship. As a result, the arising of different varieties of English is naturally expected. EIL is reformative. EIL can be justified as a natural reaction to the drawbacks of the previous approaches. "The initial impetus for this approach is found in realizing the inadequacies of EFL/ ESL models" (Baxter 1980). EIL approach, thus, claims to reflect the international functions of English with greater accuracy than either EFL or ESL. It is, therefore, a new achievement evolved as a result of the growing similarities between EFL and ESL programs. Interactors in EIL are unpredictable. For EFL/ ESL the interactors are predictable. EIL, however, is characterized distinct in terms of its interactors. In an EFL situation, one interactor is always a native speaker. In ESL situation, the interactors may be non-native speakers communicating with native speakers or the interaction may be between two local non-native speakers, using English interanationally. However, in EIL the interactors can be nationals of different countries. EIL is intervariatal. As there are many varieties of English, EIL is an intervarietal way of communication.
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