International English in Its Sociolinguistic Contexts: Towards a Socially Sensitive Eil Pedagogy

Abstract

discusses culture in teaching EIL, and suggests methods for teaching EIL, based on the requirements of an international language. In this book, McKay and Wendy D. Bokhorst-Heng go a step further by arguing that in teaching English world-wide, the particular social, political, and educational context in which English learning is taking place should be taken into account. In addition to examining the sociolinguistic contexts of presentday English use and learning, this timely book aims at exploring "how the teaching and learning of English can be undertaken in such a way as to maintain linguistic diversity while providing equal access to the acquisition of English " (p. 21). The book discusses several theoretical issues related to EIL teaching and learning and provides specific case studies from various English teaching and learning contexts. The opening chapter, "English in an era of globalization, " discusses the role of English in globalization by outlining reasons for the spread of English and discussing the effects this spread has had on both English and other languages. An equally interesting focus in this chapter is the authors ' examination of what they consider two potential dangers of the spread of English, namely monolingualism among many native English speakers and economic inequality in access to English learning, illustrating the latter with examples of language policy and planning in China, Hong Kong, and South Korea. As for monolingualism, the authors argue that the spread of English can result in a sort of complacency and self-sufficiency among native English speakers towards learning other languages. This growing monolingualism among such English speakers may also promote the view that an English-only classroom is desirable and discount the benefits of using students ' other languages in facilitating the

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