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 !