Indonesian English Teachers’ Perceptions of Learning and Teaching Materials based upon the Notion of English as International Language
Keywords:
English as International Language (EIL), EIL-based materials, English teachers, English varietiesAbstract
This study investigates the attitude of teachers who are aware of the growing concept of English as an International Language (EIL) towards the EIL-based learning and teaching materials and exploring the notion of EIL awareness at a practical teaching level. Specifically, this study discusses Indonesian English teachers’ attitudes towards EIL-based teaching materials and their reasons. This study used a survey design to investigate teachers’ perceptions of EIL-based materials. Participants were asked to listen to a specific teaching resource presented in various international English language accents and to indicate their teaching preferences and reasoning for these preferences. The findings suggested that the native speaker (NS)-based teaching materials were generally still preferred over the EIL-based one; however, evidence of openness towards EIL varieties to be used in teaching was also detected. Furthermore, the principal reasons for using or not using the EIL-based materials are associated with the intelligibility and awareness of EIL itself, although the nature of intelligibility in material development was more complex. Finally, these findings offer related implications, such as introducing curricular interventions conceptualizing EIL in English language teacher training programs.
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