scholarly journals ESL, EFL, EIL Revisited: Investigation, Evaluation and Justification of a Shift in the Current ELT Models in Iran

2002 ◽  
Vol 10 (1) ◽  
Author(s):  
Mohammad Reza Talebinezhad ◽  
Mohammad Aliakbari
Keyword(s):  
Comparative Study ◽  
Present Article ◽  
Paradigm Shift ◽  
Comparative Evaluation ◽  
English Language ◽  
Developmental Process ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Models ◽  
International Language

English language teaching in Iran has usually been considered an EFL model. This position, though common and widespread, seems to need revision in several grounds. Through comparing EFL, ESL and EIL (English as an international language) models based on Smiths (1978) comparative study, the present article reveals that the ELT in Iran no longer follows EFL model. The comparative evaluation makes it clear that in terms of most categories ELT in Iran shows the characteristics of EIL. Therefore, through characterizing it as a developmental process along a continuum towards EIL, the present study argues for instances of paradigm shift and thus claims that the ELT context in Iran is ripe for revision.

scholarly journals Flipped Classroom: A Paradigm Shift in English Language Teaching

2019 ◽  
Vol 8 (2S3) ◽  
pp. 136-137
Keyword(s):  
Paradigm Shift ◽  
Flipped Classroom ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Model ◽  
Language Classroom ◽  
Traditional Language ◽  
Flipped Classrooms ◽  
Pros And Cons

The paper entitled “Flipped Classroom: A Paradigm Shift in English Language Teaching” discusses about the need of flipping the English language classroom. The flipped classroom is a teaching model which is now being flourished around the globe. Implementation of the flipped classroom doesn’t cost much but it demands the instructor to prepare herself with a video lecture before the class. The classroom activity keeps aside the lecturing part and is meant for activities. The paper tries to emphasize the need of implementing flipped classrooms in English language teaching. It elucidates how this language teaching model is different from the traditional language teaching methodologies. It also puts forth the pros and cons of the new teaching model.

scholarly journals Seeing English in Asia from Multicultural Language and Intercultural Literacy Perspectives: Indonesian Perspectives

ELT-Lectura ◽  
2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Arham. M Arham. M
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Diversity Management ◽  
Asian Country ◽  
International Communication ◽  
English Language Teaching ◽  
Official Language ◽  
Asian Countries ◽  
International Language ◽  
Literacy Perspectives

The majority of Asian countries nowadays recognize English as an indispensable language not only forintranational as well as international communication, they are increasingly committed to strengthening andimproving English language teaching (ELT). In parts of Asia where English serves as an official language and ELTexpands and succeeds, people start speaking English among themselves. Wherever this happens, a set of indigenouspatterns develop, the kind of patterns people find easier to handle. The same situation can develop in "English as aninternational language" countries, like Indonesia where English serves as foreign/international language. Indonesianeeds to fully understand the aspects of present-day English if they tries to deal with their various ramifications. Oneimportant issue is diversity management. This paper tries to observe and argues that a plausible way of managingthe multiculturalism or varieties of English especially in Asian country is not standardization but more onintercultural literacy.

Is Teaching English as an International Language All about Being Politically Correct?

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 24-35 ◽  
Author(s):  
Aya Matsuda
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching English ◽  
International Language ◽  
English Language Teachers ◽  
Pragmatic Reason ◽  
Ideological Stance

One comment I often receive when I talk about teaching English as an international language (TEIL) is that TEIL is all about being politically correct – a mere gesture to be inclusive and egalitarian, promoted by a certain ideological stance. It is true that there are certain ideologies, language and beyond, that are compatible with certain aspects of TEIL and this encourages some English Language Teaching (ELT) professionals to embrace or reject this approach to English language teaching. My stance on this issue, however, is that TEIL is not about being politically correct or promoting certain ideologies; rather, it is about understanding and accepting the realities of global use of English today and having our teaching grounded in this reality. The article provides a brief overview of what TEIL is and reviews some ideological arguments that seem compatible with TEIL. It then moves on to argue that TEIL is something all English language teachers can and should embrace, regardless of their ideological stance or beliefs about what English should be. This is for a pragmatic reason: to better prepare our students for the messy world of English today.

scholarly journals English Language Teaching in Colombia: A Necessary Paradigm Shift

2018 ◽  
Author(s):  
Damien Le Gal
Keyword(s):  
Foreign Language ◽  
Paradigm Shift ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Second Step ◽  
Current State ◽  
Training Methodologies ◽  
Materials Used

In a first step, this article presents a reflection on the current state of the teaching of English as a Foreign Language (EFL) in Colombia. Analysing teachers’ certification and teacher training, methodologies, language policies, and materials used, the textdiscusses how these processes essentially relies on technology importation. In a second step, the article introduces the sociocritical approach (SA), a recent development in Foreign Language Teaching which would contribute to the aforementioned issue since SA implies a shift in current policies from a private to a public orientation, from a top-down to a bottom-up approach in order to implement a context-based and adapted English Language Teaching (ELT) in Colombia. 

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