Beyond the Binary: Non-Native English-Speaking Teachers’  Cognitions and Practices Corresponding to the EFL and EIL Approaches

Pariwat Thararuedee

Authors

Pariwat Thararuedee Faculty of Liberal Arts, Prince of Songkla University, Thailand

Keywords:

teachers’ knowledge, teaching practices, EFL approach, EIL approach

Abstract

Acknowledging English’s role as an international communicative tool, scholars have called for a paradigm shift in ELT from the English as a foreign language (EFL) approach to the English as an international language (EIL) approach. Despite much discussion on EIL in theory, teachers’ voices are severely underrepresented and little is known about the impact such discussion has on teachers’ cognitions and practices. To address this gap, this study explored four non-native English-speaking teachers’ (NNESTs) cognitions and practices that corresponded to EFL and EIL approaches. Observations, stimulated recall interviews and semi-structured interviews were employed to collect the data. It was found that the teachers exhibited both monocentric (EFL) and pluricentric (EIL) conceptions of English. Although native English speaker (NES) norms serve as dominant pedagogical norms, EIL principles were drawn on to redefine non-native features in a positive light and build confidence of teachers as competent English users in their own right. EFL principles and practices were found to be held and practiced by these teachers alongside EIL principles and practices. While theorists often present binary EFL/EIL models, this study has shown that local enactments destabilize such binaries by incorporating elements of both. EIL models, therefore, should be viewed not as prescriptions but rather as options within teachers’ repertoires.

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