prikaz prve stranice dokumenta English as an International Language and English Language Teaching: The Theory vs. Practice Divide
  Download
JPG 99.03 KB
Scientific paper - Original scientific paper
English as an International Language and English Language Teaching: The Theory vs. Practice Divide
Iranian Journal of Language Teaching Research, 7 (2019), 2; 19-38. urn:nbn:hr:186:151566
Vodopija-Krstanović, Irena; Marinac, Mladen

Cite this document

Vodopija Krstanović, I. & Marinac, M. (2019). English as an International Language and English Language Teaching: The Theory vs. Practice Divide. Iranian Journal of Language Teaching Research, 7. (2), 19-38. Retrieved from https://urn.nsk.hr/urn:nbn:hr:186:151566

Vodopija Krstanović, Irena and Mladen Marinac. "English as an International Language and English Language Teaching: The Theory vs. Practice Divide." Iranian Journal of Language Teaching Research, vol. 7, no. 2, 2019, pp. 19-38. https://urn.nsk.hr/urn:nbn:hr:186:151566

Vodopija Krstanović, Irena and Mladen Marinac. "English as an International Language and English Language Teaching: The Theory vs. Practice Divide." Iranian Journal of Language Teaching Research 7, no. 2 (2019): 19-38. https://urn.nsk.hr/urn:nbn:hr:186:151566

Vodopija Krstanović, I. and Marinac, M. (2019) 'English as an International Language and English Language Teaching: The Theory vs. Practice Divide', Iranian Journal of Language Teaching Research, 7(2), pp. 19-38. Available at: https://urn.nsk.hr/urn:nbn:hr:186:151566 (Accessed 12 November 2024)

Vodopija Krstanović I, Marinac M. English as an International Language and English Language Teaching: The Theory vs. Practice Divide. Iranian Journal of Language Teaching Research [Internet]. 2019 [cited 2024 November 12];7(2):19-38. Available at: https://urn.nsk.hr/urn:nbn:hr:186:151566

I. Vodopija Krstanović and M. Marinac, "English as an International Language and English Language Teaching: The Theory vs. Practice Divide", Iranian Journal of Language Teaching Research, vol. 7, no. 2, pp. 19-38, 2019. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:186:151566. [Accessed: 12 November 2024]

Please login to the repository to save this object to your list.
Metadata
Title (english)English as an International Language and English Language Teaching: The Theory vs. Practice Divide
AuthorIrena Vodopija-Krstanović
AuthorMladen Marinac
Author's institutionUniversity of Rijeka
Faculty of Humanities and Social Sciences
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
Abstract (english)
English as an international language (EIL) is considered by applied linguists to be a new paradigm for research, practice and English language teaching (ELT). However, it appears that English language teachers have little voice in these discussions, and the English as a foreign language (EFL) classroom has remained largely unaffected by EIL, hinging upon the native speaker (NS) ideal. This is hardly surprising as insufficient attention has been devoted to EIL pedagogy, and to helping teachers integrate theoretical understandings of EIL into their teaching. This paper aims to address this gap by examining EFL teachers’ (non-native speakers - NNS) perspectives on the implications of EIL for classroom practice.Through an analysis of data gathered from an online questionnaire and 10 semi-structured interviews, this study examined the attitudes of 53 EFL teachers working in Croatian public schools towards: a) the EIL paradigm, b) NS/NNS models in ELT, and c) the implications of EIL for language teaching. The findings show that although the teachers are familiar with and open to the notion of EIL, when conceptualized as a paradigm for teaching, it becomes a rather elusive concept, and a second best NNS English. Overall, the teachers are largely unaware of the potential of EIL for ELT, and rely on the NS as the benchmark and authority. They maintain that the EIL theory-ELT practice link is complex and difficult to operationalise. It is argued that, if EIL is to become a new paradigm for teaching, greater collaboration is required between applied linguists and ELF teachers, and explicit guidelines are needed to help teachers integrate EIL into ELT.
Keywords (english)
Languageenglish
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review
Publication versionPublished version
Journal titleIranian Journal of Language Teaching Research
Numberingvol. 7, no. 2, pp. 19-38
p-ISSN2322-1291
URN:NBNurn:nbn:hr:186:151566
Publication2019
Document URLhttp://bib.irb.hr/1008976
Type of resourceText
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2022-12-29 12:27:42