Relevant bibliographies by topics / English as an International Language (EIL)

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Academic literature on the topic 'English as an International Language (EIL)'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "English as an International Language (EIL)"

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García, Raúl Enrique. "English as an International Language: A Review of the Literature." Colombian Applied Linguistics Journal 15, no. 1 (July 15, 2013): 113. http://dx.doi.org/10.14483/udistrital.jour.calj.2013.1.a08.

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This article critically reviews and discusses English as an International Language (EIL) as an alternative to the traditional models of English as a Foreign Language (EFL) and English as a Second Language (ESL). The author suggests that the model of EIL is an alternative worthdiscussing in the Colombian context. The article is divided into four different sections: a) EIL, ownership of English and native-speakerism, b) attitudes towards EIL, c) EIL described: What does it look like? and d) EIL and English teaching. The review of the literature evidences that there are still many heated debates on the sociocultural aspect of EIL, that one of the greatest challenges of EIL is the attitudes of English teachers and speakers towards the use and legitimization of non-standard varieties, that there is still much to be done in terms of the description of EIL and that adopting an EIL perspective would imply transforming the ways English is taught. The article concludes with an invitation to the ELT community to initiate the discussion of the potential application of EIL in the Colombian context.
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Tan, Kim Hua, Atieh Farashaiyan, Rahman Sahragard, and Fatemeh Faryabi. "Implications of English as an International Language for Language Pedagogy." International Journal of Higher Education 9, no. 1 (December 23, 2019): 22. http://dx.doi.org/10.5430/ijhe.v9n1p22.

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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, 2014). 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, 2017). 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.
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Xu, Zhichang. "Exploring English as an International Language – Curriculum, Materials and Pedagogical Strategies." RELC Journal 49, no. 1 (January 31, 2018): 102–18. http://dx.doi.org/10.1177/0033688217753848.

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The English language has been going through a dual process of globalization and nativization. The globalization of English renders the language into a global lingua franca and an international language, whereas the nativization of English diversifies it into varieties of English, namely, World Englishes. Such ‘glocalization’ of English has realistic implications for teaching English as an International Language (TEIL). English as an International Language (EIL) is more than a ‘language’ per se. It has increasingly been conceptualized as a framework or a paradigm, developed alongside the glocalization of English, and it is a multicultural way of thinking, doing and being. EIL recognizes English variation and varieties, and it is time to introduce EIL awareness, literacy, and competence into tertiary education. This article unpacks the assumptions and definitions of EIL, and explores the pedagogical implications of teaching EIL at a tertiary institution in Australia. In particular, this article reviews and examines an EIL unit titled ‘Exploring English as an International Language’ in terms of its curriculum, materials, and pedagogical strategies. It can be argued that TEIL is not only realistic, but also essential for university students who engage in communication in a variety of international contexts in today’s globalized world.
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Lee, Ju Seong. "The role of informal digital learning of English and a high-stakes English test on perceptions of English as an international language." Australasian Journal of Educational Technology 36, no. 2 (May 15, 2020): 155–68. http://dx.doi.org/10.14742/ajet.5319.

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This study investigated the relationship among informal digital learning of English (IDLE) practice, a high-stakes English test, English productive skills, and perceptions of English as an international language (EIL). Eighty-nine English as a foreign language (EFL) undergraduate students across three South Korean cities participated in the study. The participants submitted their scores in the Test of English for International Communication (TOEIC, South Korea’s most popular high-stakes English test), took English speaking and productive vocabulary-level tests, and completed surveys that measured the frequency of their IDLE activities and EIL perceptions. Results of the hierarchical multiple regression analyses showed that IDLE practice and TOEIC scores were significant predictors of EIL perceptions. The structural equation modelling analysis further revealed that IDLE practice partially mediated the relationship between TOEIC scores and EIL perceptions. This indicates that students with higher TOEIC scores tended to practise IDLE activities more frequently, which enabled them to experience diverse accents and users of English and, in turn, help increase their EIL perceptions. It also suggests that more proficient EFL speakers may not necessarily become competent EIL users. These findings are discussed with consideration of South Korea’s socio-educational contexts, followed by pedagogical implications for English language educators and test developers.
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Lee, Ju Seong, and Nur Arifah Drajati. "English as an international language beyond the ELT classroom." ELT Journal 73, no. 4 (October 2019): 419–27. http://dx.doi.org/10.1093/elt/ccz018.

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Abstract While previous interventional studies on English as an international language (EIL) have focused on the role of teachers, recent studies have begun viewing how students engage autonomously in informal digital learning of English (IDLE) activities that are associated with their perception of English varieties and cross-cultural communication strategies. This mixed-method study examined the empirical relationship between IDLE and these two aspects of EIL involving 324 Indonesian EFL students. Results showed that receptive IDLE activity (e.g. watching English content) significantly predicted positive perception of English varieties, whereas quantity (frequency) of IDLE and productive IDLE activity (e.g. communicating with English users) significantly predicted the development of cross-cultural communication strategies. This study sheds light on the emerging phenomenon of how contemporary EFL students are exposed to and interact with diverse forms, accents, and users of English in a range of IDLE environments, along with the pedagogical implications for ELT.
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Hino, Nobuyuki. "The teaching of English as an International Language in Japan." AILA Review 22 (November 16, 2009): 103–19. http://dx.doi.org/10.1075/aila.22.08hin.

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This paper explores the ambivalent nature of Japanese attitudes toward English vis-à-vis the Japanese language, followed by a discussion of Japanese efforts in incorporating the concept of English as an International Language (EIL) into their educational system and teaching practice as a solution to this dilemma. While the Japanese have an indigenous language used for all purposes including academic discourse, in this age of globalization they seem to find it to their disadvantage. The recent move in Japan in both public and private sectors is to promote the use of English even among Japanese people, often at the expense of their native language. One practical approach to a solution or a mitigation of this dilemma is the teaching of EIL or de-Anglo-Americanized English as a means of expressing indigenous values in international communication. Although Japanese teachers of English have not really gone beyond the World Englishes paradigm, which describes the Expanding Circle Englishes including Japanese English as basically exonormative, efforts have been underway in Japan to put the idea of EIL into practice. The teaching of EIL in place of Anglo-American English provides a chance of reconciliation between the use of internal and external language resources.
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James, Allan. "Exploring the Generic Nature of International English." ELOPE: English Language Overseas Perspectives and Enquiries 3, no. 1-2 (June 20, 2006): 75–83. http://dx.doi.org/10.4312/elope.3.1-2.75-83.

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The article investigates the nature of English as an International Language (EIL) from a sociolinguistic and sociocultural point via the notion of ‘genre’. Genre, it is claimed, plays a central role in an understanding of the internal hybridity of EIL in that it represents the ‘using’ as opposed to ‘use’ (register) or ‘user’ (dialect) dimension of language realization. While all three dimensions as linguistic resources for different subjectivities can shape an ensuing EIL discourse (such mixes constituting the ‘interdiscursivity’ of (a) text), it is genre that expresses the actional (inter- and transactional) properties of EIL. Drawing also on other linguistic models of genre, the article concludes by interpreting EIL within the discourses of postmodernity, poststructuralism and postcolonialism and pointing to the possibility of developing a new ‘postlinguistics’ for the new millenium.
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Lai, Hsuan-Yau Tony. "English as an international language? Taiwanese university teachers' dilemma and struggle…" English Today 24, no. 3 (September 2008): 39–45. http://dx.doi.org/10.1017/s0266078408000278.

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ABSTRACTThis study aims to explore university English teachers' perceptions of the role of English today in Taiwan from two aspects – the ownership of English and acquiring target language culture in the English language classroom. The concept of English as an international language (EIL) or English as a lingua franca (ELF) has been discussed extensively in the ELT field for many years. Theoretically the concept promotes the idea that English is no longer a possession of any particular English-speaking countries and that there are many different varieties of Englishes. Since teachers are an important – if not the most important – influence in the language classroom, their perceptions are likely to affect the students profoundly. In spite of the theoretical discussion of EIL, in reality, what do university English teachers in Taiwan think about the role of English today? In the study, five experienced teachers were invited for a focus group interview to discuss these issues. The results suggest that university English teachers in Taiwan are facing a dilemma and struggle to follow the notion of EIL (or ELF) in the classroom.
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Saud, Mohan Singh. "Teaching English as an International Language (EIL) in Nepal." Indonesian TESOL Journal 2, no. 1 (April 6, 2020): 29–41. http://dx.doi.org/10.24256/itj.v2i1.1079.

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With the rapid growth and widespread use of English worldwide, there has been a paradigm shift from teaching English as foreign language to teaching English as an international language. However, there has been less discussion on English pedagogy about the global spread of English in this era of globalization, with rapid increase of English speakers around the world. The internationalisation of the status of English, leading to the emergence of World Englishes, has led to discuss the issue of teaching English as an international language (TEIL) to visit the way we conceptualise and teach English. As English is no longer a homogeneous language, English teachers across the world have been teaching English according to their own contexts. Considering this scenario, this article discusses teaching and learning of English as an international language in the context of Nepal, taking Kachru’s three concentric circles of English in the global context as the theoretical framework and English as an international language as the conceptual framework, focusing on use of culturally sensitive EIL pedagogy.
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McKay, Sandra Lee. "English As an International Language: What It Is and What It Means For Pedagogy." RELC Journal 49, no. 1 (January 23, 2018): 9–23. http://dx.doi.org/10.1177/0033688217738817.

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A great deal has been written about what English as an International Language (EIL) actually is (e.g. Alsagoff et al., 2012; Matsuda, 2012; McKay and Brown, 2016; Sharifian, 2009), ranging from a view of EIL as the many varieties of English that are spoken today to the use of English by second language speakers of English. Thus, EIL is viewed both as a type of English and as a way of using English. The purpose of this article is to (1) grapple with defining the construct of EIL and (2) elaborate on what this construct means for pedagogy. The article begins by discussing various terms and definitions associated with EIL and positing an alternative definition. Following this, the majority of the article will be devoted to elaborating on what such a definition suggests for a sensitive and effective EIL pedagogy.
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Dissertations / Theses on the topic "English as an International Language (EIL)"

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Horvat, Amanda, and Katarina Nilsson. "An Analysis of Swedish EFL Textbooks - Reflections on Cultural Content and English as an International Language." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35524.

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The purpose of this study is to analyse the cultural content and representations in three English as a second language textbooks published for Swedish students in years 1-3. The issue of cultural content is very visible in contemporary research on English education today and as English has grown into a global language over centuries, it has also become a culturally diverse language. The method used in this study is a merge of Critical Discourse Analysis and Multimodality with a norm critical perspective, using a chart developed within the study as an analytical tool. This study reveals that the textbooks on the one hand consist of a dominant Anglo-American, as well as a Swedish cultural setting where representations of white normative children and adults dominate the text and illustrations. On the other hand, the books show signs of trying to involve a developed perspective on English as an international language (EIL) and interculturality. However, these EIL and intercultural features are probably not enough to help the students who will use these books to develop the intercultural awareness needed later in life when they use their acquired English knowledge with other English speakers across the world.
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Tabuenca, Cuevas María Felicidad. "Methodologies for vitual communication: English language skills and cultural competences for international managers of on-line projects." Doctoral thesis, Universidad de Alicante, 2012. http://hdl.handle.net/10045/27342.

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The methodologies for English language teaching and the roles os ESP and EIL are discussed. Additionally, the role of culture and learning theories for prefessional training are presented. This framework is applied to two pilot programs and the results are debated. Consequently, a new framework is designed that includes new methodologies and places a greater importance on the role of EIL.
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Colon, Valeriana. "International Student Participation in Postsecondary U.S. English Language Programs." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5626.

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Postsecondary English language education is a growing industry in the United States. While there has been considerable research on international student mobility in higher education, there is limited research on the population’s participation in U.S. English language programs (ELPs). The purpose of the study was to apply existing theories and data analysis to understand postsecondary English language program participation and create a foundation for future studies. This exploratory study examined the characteristics of international students enrolled in U.S. postsecondary ELPs. The researcher investigated the relationship between ELP enrollment with U.S. higher education enrollment as well as the relationship between ELP enrollment by destination location, ELP provider type, gender and country of origin. Finally, the researcher analyzed the completion rate of international students in U.S. postsecondary ELPs by gender and country of origin. Data from 2004-2014 were collected from the Student and Exchange Visitor Information System and the Institute of International Education’s Open Doors Report. Data analysis was conducted through quantitative methods. Findings of this study may help educators reflect on the form and function of current English language programs to improve the quality of future ELPs.
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Hong, Youngju. "The Effect of Teachers' Error Feedback on International Students' Self-Correction Ability." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd529.pdf.

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Gill, Saran Kaur. "The appropriateness of video materials for teaching of English as an international language." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10006558/.

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Researching on the appropriateness of video materials for learners of EIL has required in-depth discussion of the role of the medium of video in the field of crosscultural communication in an EIL context - the ASEAN countries generally and Malaysia specifically. This has drawn into the picture two perspectives. The first is sociocultural; the consideration of the role of English as an International language in Malaysia and the other ASEAN countries, the recommendation of a suitable pedagogical model of speech for audio-visual materials in Malaysia, the components of cross-cultural communication that are essential for any language learner who aspires to communicate in English with persons who come from varying sociocultural backgrounds. The second perspective is that of the role of video for the teaching of intercultural language teaching. What is it in the medium that enables it to play a pivotal role in delivering the message - aspects of cross-cultural communication? These perspectives provide the background to the main research question at hand, which is, how appropriate in sociocultural content and design are ELT video materials for language learners in Malaysia? ELT video materials have been commercially produced since the mid-70's. The majority of these materials are based in Western sociocultural settings, portraying native speakers interacting with-each other. Given the dominant role of English as an international language, linking countries communicatively that otherwise would have great difficulty doing so, yet there has been minimal change in the sociocultural nature of the materials. Therefore, this research aims to investigate via critical analysis and questionnaires, the appropriateness of the sociocultural and design features of existing and potential ELT video materials for EIL language learners. The information from the two sources will, it is hoped, provide useful recommendations for the future-production of appropriate ELT video materials for EIL-language learners in Malaysia specifically and the ASEAN countries generally.
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Ainasoja, Heidi. "Swedish upper secondary school teachers and their attitudes towards AmE, BrE, and Mid-Atlantic English." Thesis, University of Gävle, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7175.

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The aim of this essay is to investigate what English teachers’ attitudes are towards British English, American English and Mid-Atlantic English. What variety of English do teachers use in Swedish upper secondary schools today and what are their reasons for using that variety? Do upper secondary school teachers think it is important to expose students to several varieties of English and do they teach differences (e.g. vocabulary and spelling) between varieties? The material is based on a questionnaire, which 20 participating teachers from five different upper secondary schools in Gävleborg answered. The study showed that there is an even distribution between the varieties used and taught. British English was preferred by teachers working the longest time while both AmE and MAE seemed to be growing in popularity among the younger teachers. Of the 20 teachers, 18 considered teaching differences to students since it gives them a chance to communicate effectively with people from other English speaking countries.

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Dunlea, Jamie. "Validating a set of Japanese EFL proficiency tests : demonstrating locally designed tests meet international standards." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/618581.

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This study applied the latest developments in language testing validation theory to derive a core body of evidence that can contribute to the validation of a large-scale, high-stakes English as a Foreign Language (EFL) testing program in Japan. The testing program consists of a set of seven level-specific tests targeting different levels of proficiency. This core aspect of the program was selected as the main focus of this study. The socio-cognitive model of language test development and validation provided a coherent framework for the collection, analysis and interpretation of evidence. Three research questions targeted core elements of a validity argument identified in the literature on the socio-cognitive model. RQ 1 investigated the criterial contextual and cognitive features of tasks at different levels of proficiency, Expert judgment and automated analysis tools were used to analyze a large bank of items administered in operational tests across multiple years. RQ 2 addressed empirical item difficulty across the seven levels of proficiency. An innovative approach to vertical scaling was used to place previously administered items from all levels onto a single Rasch-based difficulty scale. RQ 3 used multiple standard-setting methods to investigate whether the seven levels could be meaningfully related to an external proficiency framework. In addition, the study identified three subsidiary goals: firstly, toevaluate the efficacy of applying international standards of best practice to a local context: secondly, to critically evaluate the model of validation; and thirdly, to generate insights directly applicable to operational quality assurance. The study provides evidence across all three research questions to support the claim that the seven levels in the program are distinct. At the same time, the results provide insights into how to strengthen explicit task specification to improve consistency across levels. This study is the largest application of the socio-cognitive model in terms of the amount of operational data analyzed, and thus makes a significant contribution to the ongoing study of validity theory in the context of language testing. While the study demonstrates the efficacy of the socio-cognitive model selected to drive the research design, it also provides recommendations for further refining the model, with implications for the theory and practice of language testing validation.
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Fairless-Clarkson, Victoria. "“An English which is not connected to Great Britain, the USA or any other geographical region.” : How is English presented in the Swedish educational television series Pick a colour?" Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144276.

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English is used worldwide as a native, second and foreign language and as a language of international communication. The uses and status of English in Sweden have been discussed in terms of its influence and ubiquity, with its presence in daily life leading some to consider English could be better described as a second, rather than foreign, language in the country. This study analyses how English is presented in the Swedish educational television series Pick a colour and considers how this can be related to the status of English as a global language and specifically the use of English in Sweden. This paper uses an approach drawing on nexus analysis, together with content analysis, to trace the key language ideologies surrounding English presented in Pick a colour and its surrounding texts, and to locate them within the context of the existing discourses in place. Analysis reveals that the series and related documents make attempts to move away from traditional native speaker British English and American English models of the language, and towards a “Global English” not linked to any specific geographical region and with a focus on communicative competence. However, as British English and American English and native-speaker models of the language are not directly challenged in the documents, and are given the greatest prominence in the series, it seems moving away from the status quo is still difficult in practice. The Swedish settings shown in the series, and emphases on the use of English in pupils’ daily lives allude to English being approached in a way more similar to a second, rather than foreign language in Sweden.
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Randall, Steven James, and Steven James Randall. "An Exploration of a University Academic Bridge Program for English Language Learners." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621875.

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This three-article dissertation explores the first year of a sheltered university bridge program (also commonly known as "pathway" programs-see Winkle, 2011) for ESL students at a large public university in the American southwest. "Sheltering" is the practice of offering "academic courses taught in the second language" where "native and non-native [...] students are not mixed in any one class" (Snow & Brinton, 1984, p. 8), a model commonly found in K-12 settings (Echevarria & Graves, 1998; Freeman, Freeman & Gonzalez, 1987; Weinhouse, 1986), though there are sheltered programs in university settings (see, for example, the University of Ottawa Program-Burger, Weinberg & Wesche, 2013). The labels "bridge" and "pathway" refer to pre-matriculation programs that "feature a hybrid of credit-bearing coursework and instruction in English language and academic skills" (Redden, 2010, para 1). Bridge and Pathway Program (BPP) curricula typically follow the adjunct model in which ESL courses are linked with mainstream, unsheltered university courses, with the ESL course providing support. The model in the current study follows the sheltered convention of ESL-only cohorts, but adds the adjunct convention of offering linked support. As international student interest in studying at U.S. universities has grown over recent decades (Open Doors Report, 2015), a subset of international students has emerged that may have lower-than-institutional-benchmark English proficiency for admission based on exams like the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) exam. BPPs primarily serve this subset of students by offering non-testing curricular paths (linked ESL/university courses) to full matriculation that focus on "achievement, as opposed to proficiency alone" (Dooey, 2010, p. 185). One can expect that BPPS will continue to proliferate given that they bring in previously inadmissible international enrollees to add to the now essential revenue stream that international students represent for universities (Andrade, 2006; Marshall, 2005; Redden, 2010; 2014). This dissertation adds to a growing body of recent research (e.g. Dooey, 2010; Fiocco, 2006; Redden, 2010; 2014, Winkle, 2011) about these models. Article 1 (Appendix A): The Past, Present, and Future of Combined ESL/University Study Programs: From Ad Hoc ESL Interventions to Bridge and Pathway Programs. This article is both a critical literature review and "state-of-the-field" piece (Canagarajah, 2006) that situates the evolution of postsecondary ESL support historically. It explores how postsecondary ESL has gone from an ad hoc, situational endeavor focused on remediating language deficiencies to a multifaceted field of program offerings replete with varying curricular models and dedicated faculty and recruiting structures, a field that has evolved into current BPPs. Article 2 (Appendix B): Exploring Dynamics and Dimensions in Two Linked Adjunct/Content Courses in a Sheltered University Pathway Program for ESL Students: A Case Study. This case study considers the nuances of a sheltered university pathway program for ESL students in its first year of existence. It follows the research framework of an Unlu and Wharton (2015) study using grounded theory analysis. By reconciling classroom observations in two university general education courses (Introduction to Anthropology and US History) and their linked EAP courses (EAP Bridge to Anthropology and EAP Bridge to American History) with participant interviews, I explore the dynamics between students, content instructors, and EAP support instructors. I form a theory about the pedagogy constituted by (and constitutive of) participant actions and beliefs in the observed classes, and argue that the current program may uphold uncritical, remedial predispositions vis-à -vis EAP, as well as content instruction and learning. Finally, I discuss future considerations for this, and other, linked course programs couched in EAP literature. Article 3 (Appendix C): Team-Teaching in a First-Year Composition Course for ESL Students: A Participant-Observational Reflexive Account of One Sheltered University Pathway Context. This case study takes place in a first-year composition course in a sheltered university pathway program for ESL students. It focuses on a specific and complex essay assignment: the Text-in-Context essay (TICE). I consider the assignment parameters, primary and secondary texts offered for completion, interviews with students and instructors, field notes, notes from tutoring sessions, written student reflections, the assignments themselves, and a reflexive narration of my research experience to describe the milieu of the TICE. The description suggests a community of practice (Wenger, 2002) in which a team-teaching approach helps to facilitate the completion of a complex analytical task, while also fostering the growth of the ESL students as academic writers.
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Chapman, Glen L. "Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087.

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Books on the topic "English as an International Language (EIL)"

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McKay, Sandra. International English in its sociolinguistic contexts: Towards a socially sensitive EIL pedagogy. New York, NY: Routledge, 2008.

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McKay, Sandra. International English in its sociolinguistic contexts: Towards a socially sensitive EIL pedagogy. New York, NY: Routledge, 2008.

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Leo, Jones, and Alexander Richard, eds. New international business English: Communication skills in English for business purposes. Cambridge: Cambridge University Press, 1996.

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EIL, ELF, global English: Teaching and learning issues. Bern: Peter Lang, 2010.

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Rabley, Stephen. International English. [S.l.]: Prentice-Hall, 1997.

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Rabley, Stephen. International English. London: Macmillan, 1989.

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Zaman, S. M. Shamim-Uz. International English: Language book. Karachi: Maktaba-E-Faridi, 2001.

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Cox, Marian. International GCSE English. Basingstoke: Macmillan Publishers Overseas, 1990.

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Zaidi, Syed Riaz Askary. Raheel international English language book. Karachi: Raheel Brothers, 1990.

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Sharifian, Farzad, ed. English as an International Language. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691231.

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Book chapters on the topic "English as an International Language (EIL)"

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Marlina, Roby. "Teaching EIL." In Teaching English as an International Language, 11–48. First edition. | New York, NY : Routledge, [2018] |: Routledge, 2017. http://dx.doi.org/10.4324/9781315315768-2.

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Marlina, Roby. "Studying teaching EIL." In Teaching English as an International Language, 49–78. First edition. | New York, NY : Routledge, [2018] |: Routledge, 2017. http://dx.doi.org/10.4324/9781315315768-3.

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McKay, Sandra Lee. "12. Pragmatics and EIL Pedagogy." In English as an International Language, edited by Farzad Sharifian, 227–41. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691231-015.

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Marlina, Roby. "EIL teachers implementing change." In Teaching English as an International Language, 104–61. First edition. | New York, NY : Routledge, [2018] |: Routledge, 2017. http://dx.doi.org/10.4324/9781315315768-5.

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Marlina, Roby. "The need to teach EIL." In Teaching English as an International Language, 1–10. First edition. | New York, NY : Routledge, [2018] |: Routledge, 2017. http://dx.doi.org/10.4324/9781315315768-1.

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Marlina, Roby. "EIL students’ responses to change." In Teaching English as an International Language, 175–214. First edition. | New York, NY : Routledge, [2018] |: Routledge, 2017. http://dx.doi.org/10.4324/9781315315768-7.

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Khan, Sarah Zafar. "10. Imperialism of International Tests: An EIL Perspective." In English as an International Language, edited by Farzad Sharifian, 190–206. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691231-013.

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Tajeddin, Zia, and Minoo Alemi. "Pragmatics Pedagogy in EIL." In Pragmatics Pedagogy in English as an International Language, 1–18. London ; New York : Routledge, 2021. | Series: Routledge advances in teaching English as an international language series: Routledge, 2020. http://dx.doi.org/10.4324/9781003097303-1.

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Barron, Anne. "Pragmatic Competence in EIL." In Pragmatics Pedagogy in English as an International Language, 19–43. London ; New York : Routledge, 2021. | Series: Routledge advances in teaching English as an international language series: Routledge, 2020. http://dx.doi.org/10.4324/9781003097303-2.

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Modiano, Marko. "4. EIL, Native-speakerism and the Failure of European ELT." In English as an International Language, edited by Farzad Sharifian, 58–78. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691231-007.

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Conference papers on the topic "English as an International Language (EIL)"

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Imelwaty, S., T. Helda, E. Kemal, and L. Perpisa. "Developing a Model of ‘Proficiency in English’ for the Indonesian Local Context: Some Considerations from the English as an International Language (EIL) Perspective." In Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang, West Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.29-8-2019.2289012.

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Syaputri, Wuri. "First Language Morphological Interference of English Language Learners (EFL)." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.101.

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Rismiyanto and Fitri Budi Suryani. "Peer and Real Student Microteaching: The EFL Student Teachers’ Perception." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008219604340438.

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Qomar, Aulia Hanifah. "Using TED Talks for EFL Learners to Boost Their Speaking Skill." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008219504300433.

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Kustini, Siti, Didi Suherdi, and Bachrudin Musthafa. "A Multimodal Based-Instruction in an EFL Classroom Context: Possibilities and Constraints." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216102200227.

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Sajidin, Nia Kurniawati, Dian Ekawati, R. Nadia R. P. Dalimunthe, and Aan Hasanah. "“Do It Yourself Video”: Equipping Indonesian EFL Teachers with DIY Video Creation Skill." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221705560560.

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Sukandi, Syayid Sandi, and Dian Rianita. "Problems of Indonesian EFL Students in Writing Thesis in the Field of English Education." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220004480459.

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Darmajanti, Perwi. "The Development of Interactional Competence of EFL Learners." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.40.

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Ahsin, Mohammad. "Using Religious Materials in the EFL Classroom: Exploring Ideas." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.8.

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Indayati, Tatik, Nur Habibah, Muhammad Sanja Hasbulloh, Chintia Budi Amelia, and Evi Nurkhofifah. "The Role of Teaching Period in Students’ EFL Achievement." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.023.

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Reports on the topic "English as an International Language (EIL)"

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Furey, John, Austin Davis, and Jennifer Seiter-Moser. Natural language indexing for pedoinformatics. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41960.

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The multiple schema for the classification of soils rely on differing criteria but the major soil science systems, including the United States Department of Agriculture (USDA) and the international harmonized World Reference Base for Soil Resources soil classification systems, are primarily based on inferred pedogenesis. Largely these classifications are compiled from individual observations of soil characteristics within soil profiles, and the vast majority of this pedologic information is contained in nonquantitative text descriptions. We present initial text mining analyses of parsed text in the digitally available USDA soil taxonomy documentation and the Soil Survey Geographic database. Previous research has shown that latent information structure can be extracted from scientific literature using Natural Language Processing techniques, and we show that this latent information can be used to expedite query performance by using syntactic elements and part-of-speech tags as indices. Technical vocabulary often poses a text mining challenge due to the rarity of its diction in the broader context. We introduce an extension to the common English vocabulary that allows for nearly-complete indexing of USDA Soil Series Descriptions.
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