earticle

영어

In recent years, discussions among linguists and language educators related to World Englishes (WEs) and English as an International Language (EIL) have begun to focus more on what Lee (2012) and Sifakis (2004) call English as an Intercultural Language (EIcL). In this case, English usage and education is viewed as a universal, dynamic, and multidimensional means of communicating local cultural values and meanings and is less dependent on standardized forms of the language as used in Kachru’s (1992, 1998) inner circle. EIcL promotes intercultural communication, often between non-native speakers in the outer and expanding circles, that is constructive, functional, inductive, critical, and comparative in nature. While several studies regarding theoretical aspects of EIcL have been conducted, less has been written about the practical application of teaching and learning strategies that can promote EIcL in the classroom. The purpose of this study is to do just that – to discuss a number of activities and methods, in this case in the university EFL classroom in the Republic of Korea, that can enhance learners’ awareness of and ability to use EIcL. Several general concepts of EIcL pedagogy are discussed as well as implications of the teaching and learning strategies and recommendations for further research.