UNIVERSIDADE FEDERAL DO RIO DE JANEIRO

____________________________________ UFRJ
CENTRO DE LETRAS E ARTES
FACULDADE DE LETRAS
DEPARTAMENTO DE LETRAS ANGLO-GERMNICAS

NON-NATIVE SPEAKER TEACHERS
AND ENGLISH AS AN
INTERNATIONAL LANGUAGE
Enric Llurda
English as an international language
How English is perceived all over the world.
- Interection among people from different cultures
English use

New terms
World English (Brutt-Griffler 2002)
English as an international language (EIL)
World Englishes
English as a lingua franca (House 1999; Seidlhofer
2001)
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Killer language
Parkir(1991)


Macroacquisition
Brutt-Griffler
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Effects of EI L on language teaching
Proposals are currently being made to move beyond the
native speaker as the model in language teaching
Cook (1999,2005)
profiency in speaking English is no longer determined
by birth but by the capacity to use language properly
Modiano (1999)
learners of EIL will not be monilingual users of the
new acquired language
Dendrinos (2001)
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The recent growth in the use of English as an International Language (EIL)

has led to changes in learners' pronunciation needs and goals. The

acquisition of a native-like accent is no longer the ultimate objective of the

majority of learners, nor is communication with native speakers their

primary motivation for learning English. Instead, what they need above all

is to be able to communicate successfully with other non-native speakers of

English from different L1 backgrounds.
Jenkins (1998)
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The role of non-native speaker teachers in
EI L teaching

> Cultural Aspects

> Contexts apropriateness

[] non-native-speaker teachers [], should not be ashamed of
doing their job. Instead, they should make sure that a multicultural,
critical perspective is maintained in the process of teaching and
learning English
Rajagopalan (1999)

English can be used as a tool for linguistic unity without
compromising cultural, historical, or ideological diversity
Llurda (2004)
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Is there a necessity of learning the culture to teach a second
language?


Native speakers that teach
X
Non-native teachers
Conclusions
Non-native English teachers should

. promote a multicultural interection between the learner's native language and the English;

. take the learner's native language and culture into consideration

. make it clear to learners that thay are not going to be monolingual users of English, but the
languages they dominate will share the same speaker envoronment.

. strike a balance between grammar and culture. To know a little bit about British/American
culture every day, is quite important.
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Discussion
> Is there any problem with speaking only English in the
classroom? What would it be?

> Do you think that native speaker teachers are more qualified to
the English than the ones who are not natives?

> Is there a necessity of knowing the culture to teach a second
language? If there is, why?

> Do you think that teachers should ask for better pronounciation,
or to comunicate is the most important question?



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