Show Less

EIL, ELF, Global English: Teaching and Learning Issues


Edited By Cesare Gagliardi and Alan Maley

How can you teach the English language to global English speakers? Can English be taught as an international language? Is it worth teaching? Isn’t it more proper and profitable to learn a standard variety of English? How realistic and useful is the identification of an EIL/ELF variety? Can an EIL/ELF standard be identified? These are some of the questions the present volume has addressed with the contribution of some of the most qualified scholars in the field of English linguistics. The book is divided into four sections. The first part deals with the definition of English as an international language and English as a lingua franca. Section two takes six different teaching issues into consideration. The third section examines some learning issues and the last part of the volume debates the relationship between teacher and student in an English as a lingua franca environment.


Show Summary Details
Restricted access

SHARON HARTLE Teaching English at the Heart of the Expanding Circle 93


SHARON HARTLE Teaching English at the Heart of the Expanding Circle 1. The Italian context Learners of English as an L2, in Italy, and in this case here at the University of Verona, in Northern Italy, are at the heart of Kachru’s (1986) expanding circle. English as an international language is arguably less affected by the political and ethical issues that are at- tached to the use of English in many parts of the world, such as In- dia, parts of Africa and the Far East to name just a few. Although it would be rash to say that the knowledge and use of English in Europe is not connected to these matters, many individuals study English as an L2 either as a requirement for their academic curri- culum, or as a matter of personal or professional choice, in which case the requirements of many are to use English as a Lingua Franca to communicate with other non-native speakers, either in business or social contexts. The questions that face us here, and at this point in time are these: which model of English do we teach them? What makes a ‘variant form’ acceptable and when should we speak of error? These are all basic questions that teachers, materials writers and examination boards working with English as an L2 are asking nowadays. 94 Sharon Hartle 2. Student reactions to EIL Rather than speaking of ‘right and wrong’ at this juncture it may be preferable to speak of ‘acceptable or not acceptable’....

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.