Sandra Lee McKay (2002)
These broad but basic questions over the justification for studying English, and the attending problems involving the language planning implications of learning it, the tension over social needs versus resources, and the real reason why the language is being studied, are all issues that the field of teaching English as an international language must take a hard look at, ponder, discuss, and critically analyze. These are not abstract concerns, for the way these matters will be resolved by the Outer And Expanding Circle countries will directly affect areas like the type of English that will be taught, whom it will be taught to, and the role EIL teachers from all the circle countries will have.
While the last two decades has seen a plethora of books dealing with the teaching of English as a foreign or second language, there have been very few books written on teaching English as an international language. This topic is both the title and subject of a new book by Sandra McKay of San Francisco State University. The main thesis of this work is simple: “the teaching and learning of an international language must be based on an entirely different set of assumptions than the teaching and learning of any other second or foreign language. The purpose of this book is to clarify these assumptions and advocate that they be considered in the design of English as an international language (EIL) teaching methods and materials.” (p. 1) It is intended for “those who teach or will be teaching English to individuals who are learning the language alongside one or more languages they speak to communicate with those from another culture and to participate in a growing global community¹it will also be useful to individuals in English language curriculum and materials development and those involved in English language acquisition research.” (p. 3)
