Acceso usuarios
Qiudong Li
As a utilitarian global lingua franca, English has eventually evolved into one language which abounds with diverse forms, functions, roles, domains, and users to date. Nevertheless, English language teaching (ELT) is still dominated by static nativeEnglish speaker episteme, resulting in a failure to suit current sociolinguistic realities and learners’ dynamic needs. By scrutinising exhaustively the spread of English as an international language (EIL) from historical, sociolinguistic, and pedagogical perspectives, Selvi, Galloway, and Rose’s monograph titled Teaching English as an International Language (TEIL) represents a timely and significant contribution to catalysing change and innovation in traditional ELT beliefs, principles, and practices that prioritise native speakerism. This review first outlines an overview of the contents of each chapter, and then discusses the strengthes and weaknesses of the book. This book is strongly recommended to EFL teachers, ELT administrators, policymakers, curriculum designers, material developers, and test writers in the realms of applied linguistics, sociolinguistics, and second language acquisition. For those postgraduate students and pre-service teachers interested in TEIL, this book also proves to be a thought-provoking must-read for their research and teaching work.
