Text

INTEGRATING EIL PEDAGOGY IN A PRE-SERVICE TEACHER EDUCATION PROGRAM

---

Among the existing pedagogies to teach English, many scholars
have claimed that English as International Language (EIL) pedagogy is the
most suitable pedagogy to the changing sociolinguistic landscape of English
and English users. Despite such strong claims, little is actually known on
how EIL pedagogy is experienced by teachers. The present article documented
the experience of ten bilingual English student-teachers (BESTs) on
practicing EIL pedagogy in a Microteaching course and during the teaching
practice. Data were collected primarily from a focus group discussion and
three individual interviews. The findings of the study indicated the complexity
of practicing EIL pedagogy in the classroom. BESTs were enthusiastic
about EIL pedagogy that they voluntarily decided to continue practicing the
pedagogy during the teaching practice. Despite the enthusiasm in practicing
EIL, the study points to the limited understanding BESTs have of EIL pedagogy
when it relates to setting pedagogic models. Although some BESTs did
attempt to bring local Englishes into the classroom, it seems they continue to
perceive Native English Speakers (NES)/standard English as the desirable
pedagogical models. The paper ends with specific suggestions for preservice
teacher education program to better prepare BESTs to teach English
in the era of World English particularly in Expanding circle countries.
Keywords: EIL pedagogy, World Englishes, nativeness, and critical pedagogy

---

Ketersediaan

Tidak ada salinan data

Informasi Detail

Judul Seri

-

No. Panggil

420 NUG i

Penerbit

Newzealand : TEFLIN Journal,., 2014

Deskripsi Fisik

16 hlm.; 20cm.

Bahasa

English

ISBN/ISSN

-

Klasifikasi

420

Tipe Isi

-

Tipe Media

-

Tipe Pembawa

-

Edisi

vol.25 no.2

Subjek

Politik Pemerintahan

Info Detail Spesifik

-

Pernyataan Tanggungjawab

Nugrahenny T. Zacharias

Versi lain/terkait

Lampiran Berkas

Komentar

---

Anda harus masuk sebelum memberikan komentar