English as an International Language (EIL) and its implications for ELT have been keenly debated throughout the last two decades. Many researchers have in some depth elaborated on the issues of identity and voice, linguistic imperialism, and the importance of non-native speakers and their use of English. However, most of these studies have overlooked other aspects of language including grammar, and the social functions of any particular language such as to project self-image and to develop local voice and culture. The present study is conducted in order to occupy the above stated niche. The book presents an explorative and contrastive study in order to examine the extent to which English teachers from different contexts accept EIL for their classroom practices with reference to pronunciation, grammar, and culture and the extent to which English teachers from the Expanding, Outer and Inner Circle countries differ in their attitudes towards EIL. To this end an online survey and 14 semi-structured interviews are conducted to investigate the attitudes of 448 English teachers from 71 different countries.

Autorentext

Hatice Altun-Evci completed her master's degree in the MA TEFL program at Bilkent University, Ankara, Turkey. She's currently doing her doctoral studies in Language & Instruction at State University of New York-at Buffalo. Her research interests lie in the fields of sociolinguistics and applied linguistics.