Strengthening the Role of English as an International Language through Intercultural Communicative Competence in the Context of the Transformation Period of Thailand 4.0
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Abstract
Knowledge of English is one of the most important dynamic factors, indicating success in the development of human resources according to the Thailand 4.0 economic model launched as a National Strategy by the Thai government (Buasuwan, 2018). Preparing Thai students for its conditions is essential, and teachers as primary knowledge facilitators are vital actors enabling this success. This article aims to raise an awareness of native and non-native English speaking teachers regarding the role of English as an international language (EIL) as a vital instrument in intercultural communicative competence (ICC) and to propose some pedagogical implications based on the integration of EIL and ICC concepts in English classes which could help equip both teachers and students with the knowledge about the varieties of English used globally. Thus, it is hoped that the preparation suggested in the article will equip native and non-native English teachers as autonomous practitioners who are capable of both re-conceptualizing the practical purposes for English in the Thailand 4.0 model and implementing the changes that suit the teaching context.
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