The Representation of a Variety of Speakers in EIL Teaching Materials

It is important that the materials used in class represent both native and non-native speakers, particularly those similar to learners themselves. Such an inclusive representation represents the profile of English users more accurately and helps learners develop a more realistic expectation about their future interlocutors. Aya Matsuda in Lubna Alsagoff, et. al (2002: p. 175) […]

Types of Cultural Information in Teaching English as an International Language

Cortazzi and Jin (1999) distinguish three types of cultural information that can be used in language textbooks and materials: target culture materials that use the culture of a country where English is spoken as a first language source culture materials that draw on the learners’ own culture as content international target culture materials that use […]

In EIL, which variety of English should the material be based on?

  The dominant instructional model(s) of the course should be selected according to the goal of the curriculum and the needs of students, and the varieties of English represented in the teaching materials should match the focus of the course. In many cases, American or British English – the two most popular choices for instructional […]

Questioning the ‘International’ of the International Teaching Materials Used in Australian ELICOS Institutions: Journal Review

Teaching foreign language should involve teaching culture ranging from source, target and international culture. This should be reflected in teaching materials including textbooks and workbooks. This research seeks to investigate whether or not the materials presented in the teaching and learning process fulfill the requirement of being international institutions as claimed by English Language Intensive […]