Influence of English as an international language on cultural teaching

The implications brought about by the present international status of English for English language teaching （ELT） are enormous; however, the aim of this paper is to bring to light the shifting notion of target cultures and elaborate on the possible reasons based on the characteristics of English as an international language （EIL） and its use in a global sense for international communication. Suggestions are then provided with regard to the teaching of ＂language-and-culture＂ for Chinese college students from a realistic perspective of current world uses of English.

Babycare's International Cooperation in Early Childhood English Teaching

Established in 1998, Babycare Consulting Co. Ltd. (hereinafter referred to as Babycare) is a new-type enterprise offering early education to babies and children aged 0-6. In accordance with the law of physical and mental development of babies and children, the company develops courses such as healthy

Moving English Pronunciation Teaching Approach Beyond Native-like Proficiency or Standard Models:International Mutual Intelligibility and Lingua Franca Core(LFC)

As English serves as an international language(or Lingua Franca),increasing attention is paid to English pedagogy of English as International Language(EIL).This essay maintains that international mutual intelligibility is a more practical and achievable goal in English pronunciation pedagogy,compared with native-like proficiency and various of standard English.Meanwhile,Jenkins(2000)’s Lingua Franca Core(LFC),a Phonological Core for EIL,is briefly introduced.

Categories of the English Language

English originates from England, and the language developed into a language of the world through dispersals from England to America and Asia and then to Australia and Africa, and finally it became international. Therefore the influence of British English and American English cannot be ignored in any study of the language. However, a variety of English languages were formed through globalization, which are world Englishes and one International English.

China English and College Intercultural Education:A Cultural Linguistic Perspective

In the era of globalization,English as an international language(EIL) is also the medium of intercultural communication for the international community.Based on the theory of cultural linguistics(CL),which regards language as culture-oriented rather than structure-oriented,Sharifian(2009,p.4) has proposed that varieties of English which constitute EIL result from the interaction between the English language and different local cultures.CL suggests that China English(CE) should be understood in this light:It is not a substandard interlanguage,but a variety of English with its own cultural value and right.This paper intends to systemically analyze the nature of CE and its value in intercultural communication so as to better understand current intercultural education.Over a long time,much emphasis has been laid on the importance of adapting to the target language culture to the neglect of home language culture in our College English classrooms,thus resulting in what is known as Chinese cultural aphasia.In the light of CL,intercultural communication competence(ICC) encompasses not only knowing English and adapting to its culture,but also using CE to introduce the native culture in which CE plays an irreplaceable role.Therefore,CE is undoubtedly a key remedy for Chinese cultural aphasia.More research on CL should be conducted as it provides felicitous disciplinary guidance for our college intercultural education.

World Englishes： Threat or Opportunity for Indonesians？

This paper aims to discuss the growth of EIL （English as an international language）, which leads English to be used around the world and adapted by different cultures because people use this language based on their own identity For Indonesians who learn EFL （English as a foreign language）, for instance, they do not need to adapt to a new culture. In EFL learning process, acquiring a native speaker accent seems to be unnecessary because there is no single standard of pronunciation. In addition, it is not necessary to ask learners imitating Western culture. Learning English can be viewed as an opportunity for Indonesians to have cross-cultural awareness. Despite its potentially positive consequences, learning English can also lead to a serious problem. This statement is based on the reason that English has greater social power than the Indonesian language （Bahasa Indonesia） because it is now used as a medium in several aspects of life. Furthermore, English is more accessible because of the global spread of information using this language through media, such as television and Internet. Consequently, it is possible that Indonesian learners would take pride in using English in their daily lives. The primary method used in this paper is literature investigation. From the discussion, it is found that EFL teachers are expected to be able to know the goal of foreign language teaching and its final product, comprehend the importance of a communicative approach, and give learners understanding that each nation has its own culture and there is no superiority among others. It is also important for them to respect languages and cultures in which the teaching and learning process occurs. In other words, teachers＇ cultural sensitivity is needed

Pedagogically, There Is No Room for a Native Speaker.

The current review study challenges the pedagogical role of native English-speaking teacher along with his/her role as a teaching model. The language （English） that about 500 years ago was just spoken by five to seven million speakers living in the British Isles, currently is globally taught, learned, and used by at least one and a half billion speakers living in different countries of the world （Crystal, 2003）. Therefore, one may find native speakers of varieties of Englishes, namely, American, Australian, Canadian, Indian, or British English... rather than the native speaker of pure English. Definitely, the Englishes used by these speakers globally are partially different from one another in terms of lexicon, pronunciation, and even grammar. Accordingly, the aim of this study is to convince the English teachers that there should not be any sensitivity to teaching just one type of English or taking any speakers of these varieties of Englishes as a teaching model. Preferably, in this study, it has been tried to acknowledge teaching interanational （formal） English which might be understandable to English speakers of the world. All in all, the findings of this review study indicated that English teachers all around the world should adopt the language （English） and adapt it based on the cultural norms of the learners and try to help them gain the mastery of language to use it locally and internationally when needed.