International English in its sociolinguistic contexts : towards a socially sensitive EIL pedagogy

Present-day globalization, migration, and the spread of English have resulted in a great diversity of social and educational contexts in which English learning is taking place. A basic assumption of this book is that because English is an international language, effective pedagogical decisions cannot be made without giving special attention to the many varied contexts in which English is taught and learned. Its unique value is the combination of three strands - globalization, sociolinguistics, and English as an international language - in one focused volume specifically designed for language teachers, providing explicit links between sociolinguistic concepts and language pedagogy.

International English in Its Sociolinguistic Contexts:

fully recognizes the relationship between social context and language teaching describes the social and sociolinguistic factors that affect the teaching and learning of English examines how the social context is influential in determining which languages are promoted in schools and society and how these languages are taught is unique in directly relating basic constructs in sociolinguistics to English language teaching features case studies that illustrate the diversity of English teaching contexts

Directed to a wide TESOL and applied linguistics professional readership, this text will be particularly useful and effective for pre-service and in-service professional development in TESOL for K-12 and higher education levels.

Author Notes

Sandra Lee McKay is Professor of English at San Francisco State University, United States.
Wendy D. Bokhorst-Heng is Assistant Professor at the National Institute of Education, Center for Research in Pedagogy and Practice, Singapore.

List of tables and figures	p. ix
Preface	p. xi
Acknowledgments	p. xviii
1 English in an era of globalization	p. 1
Globalization and the use of English	p. 1
The spread of English	p. 4
English and other languages	p. 18
Summary	p. 25
References	p. 26
2 Social contexts for EIL learning	p. 29
EIL learning contexts	p. 29
Inner Circle learning contexts	p. 31
Outer Circle learning contexts	p. 39
Expanding Circle learning contexts	p. 45
Summary	p. 54
References	p. 54
3 Multilingual societies	p. 58
Diglossic multilingualism	p. 59
EIL and diglossia	p. 62
EIL without diglossia	p. 74
Summary	p. 85
References	p. 86
4 Language planning and policy	p. 89
Language planning and politicking	p. 89
Singapore	p. 93
The United States	p. 98
Language politicking and the nativization of English	p. 105
Language politicking and EIL pedagogy	p. 114
Summary	p. 118
References	p. 119
5 Linguistic variation and standards	p. 124
Interpreting language variation	p. 124
Standard language ideology	p. 138
Intelligibility	p. 140
Innovations versus norms	p. 143
Summary	p. 145
References	p. 146
6 Interactional sociolinguisttcs	p. 149
Defining interactional sociolinguistics	p. 149
English as a lingua franca interaction	p. 155
Approaches to code-switching	p. 165
Attitudes toward code-switching	p. 173
Summary	p. 177
References	p. 178
7 Towards a socially sensitive EIL pedagogy	p. 180
The sociolinguistic context	p. 180
Globalization and Othering in ELT materials	p. 183
Globalization and Othering in ELT methods	p. 189
Principles for a socially sensitive EIL pedagogy	p. 195
References	p. 198
Index	p. 201

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Author Notes

Table of Contents