Implementing EIL Paradigm in ELT Classrooms: Voices of Experienced and Pre-service English Language Educators in Malaysia

Abstract

The teaching of English in Malaysian educational institutions has mostly been guided by the English as a Second Language (ESL) teaching concepts. However, due to the globalization and internationalization of English language and the emergence of new Englishes, the suitability of implementing the ESL teaching practices in the classrooms can be argued. The teaching of English as an International Language (EIL) has a different set of assumptions from the teaching and learning of any second or foreign language because the aim of teaching EIL is to establish intelligibility among speakers of different English varieties (McKay SL, Teaching English as an international language: rethinking goals and approaches. Oxford University Press, Oxford, 2002). This study aims to identify the perceptions and attitudes of experienced and pre-service English language educators towards the implementation of EIL paradigm in Malaysia. Data were collected from seven mini-focus group interviews to explore the range and depth of views represented by English language lecturers, TESL teacher trainers and TESL teacher trainees on the topic in question. Two guiding questions are: (1) Is there a felt need for the implementation of the EIL paradigm in the English language classrooms? (2) Is there a difference of attitude between the experienced and pre-service English language educators towards various ways of teaching English including the EIL paradigm? The findings of the study argue for a paradigm shift in the attitudes and perceptions among English language educators in Malaysia.