Teaching English as an

International Language:
An Intercultural Dimension

Gateway 3
Cindy Lee

Contents
What is an International Language
English as an International Language
The Role of Cultural Learning in EIL
Types of Cultural Content
Reflective Approach in Practice (I) (II)(III)
Conclusion
Cindy Lee

Preface
This session is based on Sandra Lee
McKays work Teaching English as an
International Language (2003).
In this session, we will see how to
introduce interculturality into English
Language Teaching.
This is still a new field. Any suggestion
or comment will be extremely welcome!
Cindy Lee

What is an
International Language?
It is a language used by the majority of
people from different

Nationalities
or
Ethnical
Backgrounds
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English as an
International Language (EIL)
Main Characteristics:
Cross borders
Primary Function:
Enable speakers to share their ideas and
cultural views
Cultural Dimension:
No longer connected to the culture of the
*Inner Circle Countries
(*Native English speaking countries: USA, UK, Canada, Australia, etc.)
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The Role of Cultural Learning

in EIL
Goal
Establish a sphere of Interculturality
Objectives

Have understanding on other cultures

Appreciate cultural differences
Be able to share ones own culture in English
Reflect ones own culture to the others

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Types of Cultural Content in

TEIL
Target Culture

Source Culture

International
Culture

Textbook

Teacher
Source Culture

Student
Source Culture

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Reflective Approach in
Practice (I)-1
While teaching target cultural text..
text
Example A Korean teachers experience:
One Textbook Exercise asks students to:
-Look at photos of various American scenes
-Depict and Match them with different periods of
American history
Problems:
-Students found
the exercise extremely difficult
the activity irrelevant to the purpose of learning English
-The teacher experienced
limited knowledge in American History
difficulty instructing the text content

Cindy Lee

Reflective Approach in
Practice (I)-2
The Korean Teachers Approach..
Approach
Replaced the photos in the text with some of
various periods in Korea
Followed the format in the book
Encouraged his students to reflect on their
own culture

Results

Overcame the difficulty in instruction

Increased students interest of learning the

language
Helped students use English to compare and
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contrast two historical cultures

Reflective Approach in
Practice (II)-1
While teaching source cultural text..
text
Example A Japanese teachers experience:
Content in the Textbook:
-Ask students to describe annual Japanese events
-The events include Childrens Day Festival,
traditional arts like Haiku, Noh comedy, etc.
Problems:
-How could source cultural text establish a sphere of
interculturality?
-How did students consider their own culture in
relation to another?

Cindy Lee

Reflective Approach in
Practice (II)-2
The Japanese Teachers Approach..
Approach
Asked individual pupil to describe what specific aspects
of their culture mean to them
Then, encouraged students to consider how they would
explain elements of their own culture to foreigners

Purposes
The approach firstly demonstrated the variance within one

culture
Second, it promoted a view of culture as difference

Results

Pupils had opportunity to learn more about their own

culture
Pupils learned the language needed to explain the cultural
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elements in English

Reflective Approach in
Practice (III)-1
While teaching international cultural text..
text
Example Material presents English as well
as non-English speaking countries
Content in the Textbook:
-The texts provide various cultural information
Problems:
-Students may be uninterested or puzzled by the
information in the text
-The teacher may not have access to additional
information needed to explain some of the cultural
references

Cindy Lee

Reflective Approach in
Practice (III)-2
An Approach Recommended..
Recommended
Extend the text in which a bilingual user interacts with other
speakers of English
Exemplify the manner in which English can be used
internationally
Examples can include lexical, grammatical, and phonological
variation in context
Illustrate cross-cultural pragmatics and appropriateness

Purposes
Provide a basis for students to gain a fuller understanding of
how English today serves a great variety of international
purposes
Encourage students to reflect on their own local and global
uses of English as an International Language
Cindy Lee

Conclusion
English is situated at the interface of foreign and
native cultural values to a greater extent than any
other language because of its greater use around
the world.
In TEIL context, it is important for teachers to
consider how to create a sphere of interculturality.
Try to draw students attention to their own history
and culture, as well as to those of the target
culture, in order to explain and contrast the
differences.
Cindy Lee

- End Thank You !

Cindy Lee