Abstract
Special Issue: Teaching English as an International Language (TEIL): Realistic or Idealistic?
Guest Editor: Roby Marlina
The internationalization of the status of English, leading to the emergence of different varieties of English, has led to a call to re-visit the way we conceptualize and teach English. As English is no longer a homogeneous language, English teachers have been encouraged to consider designing English Language Teaching (ELT) curriculum, syllabus materials, pedagogical strategies, and assessment tasks that engage students in learning about world Englishes, and to develop the ability to communicate across these Englishes.
However, in the recent evaluation of various works on Teaching English as an International Language (TEIL), scholars continue to question whether or not it is realistic to teach English as an International Language (EIL). Though studies surveying attitudes, beliefs, and perceptions of English teachers towards teaching EIL have attempted to answer the question, these teachers have not yet taught EIL and/or have only sat through a course on EIL. The voices of those who have already taught EIL and critically reflected on their experiences still remain inaudible.
Based on their years of experience in advocating or teaching EIL, what are EIL scholars/researchers/educators’ current thoughts on the area of inquiry? To what extent are teaching EIL, designing EIL curriculum/syllabus materials, developing and administering EIL-oriented assessment tasks rewarding or challenging? Based on these reflections, what is the future direction of TEIL? Will TEIL be realistic or idealistic?
This Special Issue of RELC Journal aims to respond to the suggestions made by EIL scholars who encourage future publications on TEIL to trigger debates about how realistic it is to teach EIL.
We invite research articles, review articles, ‘Innovations in Practice’ reports, viewpoints, and book and/or technology reviews that address the theme of this issue. Topics could include:
What are the current thoughts and debates on teaching and assessing EIL?
How realistic is it to teach EIL?
How realistic is it to develop EIL curriculum and syllabus materials?
How realistic is it to develop and administer EIL-oriented assessment tasks?
For teachers, to what extent is teaching EIL rewarding and/or challenging? Why?
For students, to what extent is learning about EIL rewarding and/or challenging? Why?
The deadline for submission is 30 September 2017. Any inquiries may be directed to