Paper Topic:

“ One of the important aspects of the discourse of EIL is the way in the which it presents the spread of English as natural, neutral and beneficial”.

This is the result of the large EIL misconception which Asian language teachers promote in language teaching environment . They tend to view language as the b which divides speakers into the two unequal groups of native and non-native speakers , and in which contact makes the dominant language impure by `infecting ' it with transfer `errors (Jenkins , 2005 . In the majority of cultural contexts , Asian students face a fear of making mistakes in communication , and prefer speaking their native language

Graddol (2006 ) discusses this artificial purism ' and the issues of bilingualism in the EIL

discourse . For the majority of Asian countries bilingualism remains an issue . Pennycook (1994 ) supports this view by stating that language teaching methods , which have been exported to the world as scientific , modern , and efficient , have constantly supported the belief in monolingual English teaching . Bilingualism is not recognized as a natural and normal situation . Furthermore , Asian countries lack a definition of a mother-tongue ' language . For the next generation of primary schoolchildren in China , for example , many children will be expected to learn in Putonghua rather than their mother tongue (Graddol , 2006 . To further promote English as a language of international communication , a larger shift from native-speaker to any-speaker dominance should take place (Smith , 1983 . The EIL discourse should encourage non-chauvinistic attitudes towards mother tongues and non-native English speakers

The last and probably the most meaningful issue is in the erroneous view that Western teaching methodologies are easily applicable to Asian cultural environments . The export of the applied linguistic theory and of Western-trained language teachers constantly promotes inappropriate teaching approaches to diverse settings (Pennycook , 1994 . These problems are especially visible in the Asian Islamic cultural environment , when westernized ' English teachers fail to adjust their secular teaching methodologies to the religious needs of the Islamic world (Mazrui , 2006 Washima , Harshita Naysmith...

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