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"Abstract: Peter John Hassan, originator of the TElL approach, introduces his model of English as an International Language and TElL developed in Hassall (1995, 1996a & ff.), which has been influential in shaping the development of curricula, methodology and the academic community at International Pacific College (IPC), New Zealand. An exposition is provided of the way this model may cater for both elementary and advanced users of the language through the combination of implicit and explicit methodologies for ElL, which comprise the TElL approach. Discussion of the different strands of a degree major in ElL is outlined, to demonstrate the breadth of the present approach that is able to generate a curriculum pertinent to the needs and interests of students from the Pacific Rim Countries. An earlier version of this paper Hassall (1999e) was presented at the The Asia Pacific Conference on Tradition and Change in Higher Education (APEC2) in Portland Oregon, USA. English as an International Language and TElL, as offered here, are contextualised within the discipline of World Englishes, as propounded by the International Association for World Englishes <http://we.pdx.edu>."
2009 •
Routledge, Taylor & Francis Group
Principles and Practices for Teaching English as an International Language. ESL & Applied Linguistics Professional Series2012 •
Education in the Asia-Pacific Region: Issues, Concerns and Prospects
The Learning and Teaching of English as an International Language in Asia-Pacific Universities: Issues and Challenges2016 •
International Journal of Higher Education
Implications of English as an International Language for Language Pedagogy2020 •
The position of the English language in the world has recently underwent an enormous shift. The global spread of English has altered its status from being a homogeneous and standard language spoken by a few powerful countries into an international language or lingua franca spoken by a wide variety of speakers around the world (Llurda, 2004). The unprecedented global demand, use, and appropriation of English as an international language (EIL) necessitates a profession-wide response to English language learning, teaching, teacher education, assessment, and policy. The international status of English and increase in the number of EIL learners require a teaching agenda that incorporates pedagogical approaches that teach English based on EIL principles (Matsuda, 2003). The current study attempts to discuss the implications of EIL on issues related to language pedagogy, such as culture and intercultural competence in EIL, native-like competence, English teachers in the EIL pedagogy, language assessment in EIL and EIL teacher education. The studies show that EIL as a means of intercultural communication in a wide range of contexts calls for a reconceptualisation of language pedagogy It is concluded that despite the extensive discussions on the role of students' first language culture for EIL learners, English textbooks and classrooms continue to rely on the target culture and ignore the students' own culture. Therefore, EIL has yet to be fully incorporated language education despite extensive studies that have been conducted on its role.
2013 •
English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL pedagogy for English language teaching practitioners around the world. Teaching English as an International Language captures this important moment in the history of English language teaching. Readers will find an accessible introduction to the past, present, and future of EIL and an essential discussion about EIL pedagogy along with practical applications in methods and materials, culture and identity, and curriculum development. Reflective Break questions serve as guidelines for teachers' particular contexts, needs, and learners.
Progress in Earth and Planetary Science
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Thunderbird International Business Review
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2024 •
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Zenodo (CERN European Organization for Nuclear Research)
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