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ABSTRACT: The use of English as an international language (EIL) and its implications for teaching have attracted much scholarly attention. However, much of the discussion has remained at an abstract level and not provided pedagogical ideas that are theoretically sound, informed by research, and at the same time specific enough to be useful in the classroom. This poses a great challenge for teachers: while they receive a strong message that their current practice may be inadequate in preparing learners for using English in international encounters, they are not presented with suggestions of where to start implementing changes. The goal of this paper is to build upon the existing literature on teaching English for international communication with greater emphasis on pedagogical decisions and practices in the classroom. Using the conceptualization of EIL as a function of English as an international common language rather than a linguistic variety used uniformly in all international contexts, we explore key questions in TEIL and suggest specific ways to introduce an EIL perspective to existing English language classrooms.
Matsuda et al. (Thu,) studied this question.