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The course design uses Kachru’s concentric circles framework, focusing on phonology, positioning, and English expansion, supported by critical writing reflections, an EIL exit questionnaire, and pre- and posttests on accent recognition. The authors aim to inform EIL pedagogical design through student reactions and action research, extending internationalization in US university ELT.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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motivates the authors to teach EIL through World Englishes in the inner circle?","Question",{"text":63,"@type":64},"Their TESOL experiences and international perspectives led them to address limited inner-circle research on teaching World Englishes, aiming to challenge native-speaker assumptions and examine student responses to an EIL-oriented course.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is the course structured across the concentric circles of English?",{"text":68,"@type":64},"It is organized using Kachru’s concentric circles, moving from inner-, to outer-, to expanding-circle Englishes with emphasis on phonology, positioning, and the expansion of English.",{"name":70,"@type":61,"acceptedAnswer":71},"What methods does the study use to evaluate student perceptions?",{"text":72,"@type":64},"The study uses critical writing reflections, an exit questionnaire on EIL opinions, and pre- and posttests on accent recognition to capture how students perceive the 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Englishes  \nWith a background in the teaching of Spanish in the US and the teaching of English abroad, the authors had spent a great deal of time contemplating both linguistic diversity and the internationalization of college campuses. Considering that we found ourselves studying TESOL and had an opportunity to design our own English language course for international students in the Linguistics Department, we decided that tackling some of these issues as part of the course would be an intriguing challenge. Thus, using the knowledge we had gained through our international experiences, we organized a World Englishes course around the discussion of the concentric circles of English (Kachru, 1985), moving from inner-, to outer-, to expanding-circle Englishes with a focus on phonology, positioning, and the expansion of English. Throughout the course we aimed to explore student perceptions ofthe native-speaker model and inner-circle privilege by means of critical writing reflections, an exit questionnaire on English as an international language (EIL) opinions, and a pre-and posttest on accent recognition. With what we learned through teaching this course, we hope to inform and encourage EIL pedagogical design, specifically in inner-circle contexts in which the internationalization of English teaching has only recently taken hold.  \nEnglish language teaching (ELT) now plays an essential role in  \nthe internationalization of universities in the US as increasingly more international students enroll in these institutions. According to Altbach and Knight (2007), internationalization refers to “the policies and practices undertaken by academic systems andinstitutions—and even individuals—to cope with the global academic environment” (p. 290) . The ELT profession worldwide is in the pro-  \n50 • The CATESOL Journal 26.1 • 2014  \ncess of internationalizing the curricula to better serve the globalized needs of students, and a number of prominent TESOL scholars agree that English as an international language (EIL) should underlie an internationalized ELT curriculum (Matsuda, 2003, 2009; Matsuda & Friedrich, 2011; McKay, 2009) . However, much of this research has centered on contexts outside of the US in which English is used as a lingua franca or foreign language, and it has been primarily theoretical rather than action based.  \nWe agree that internationalizing the curriculum should extend to the inner circle (specifically, the US), and this opinion, along with our similar interdisciplinary backgrounds and shared interest in global English, led us to teach a class together regarding EIL at our university. As graduate students in TESOL, we had taken a variety of classes that exposed us to World Englishes and we were particularly surprised at the lack of research that had been conducted regarding the teaching of World Englishes in the inner circle. Considering that we hada background in the teaching of Spanish in the US and the teaching of English abroad, we had spent a great deal of time contemplating both linguistic diversity and the internationalization of college campuses. Therefore, when the opportunity arose to design our own English language course for international students as part of our teaching practicum in TESOL, we decided that addressing some of the issues regarding World Englishes and conducting action research regarding our experience designing, teaching, and evaluating the course would be an intriguing challenge. Upon presenting at a regional CATESOL conference about our intent to teach EIL in an inner-circle context, our colleagues shared their enthusiasm about the idea as well as their concerns with respect to students’ opinions about such a course. With this in mind, our action research focused primarily on the reactions we observed in our students as they interacted with the material.  \nIn particular, based on previous research ","cbCaitltvQVCZLco","https://ap.wps.com/l/cbCaitltvQVCZLco","pdf",499281,"English","# Introduction\n## Designing a World Englishes EIL course in inner-circle classrooms\n# Literature Review\n## Diversity in international communication and ELT paradigms\n## Local English support and power dynamics","[{\"question\":\"What motivates the authors to teach EIL through World Englishes in the inner circle?\",\"answer\":\"Their TESOL experiences and international perspectives led them to address limited inner-circle research on teaching World Englishes, aiming to challenge native-speaker assumptions and examine student responses to an EIL-oriented course.\"},{\"question\":\"How is the course structured across the concentric circles of English?\",\"answer\":\"It is organized using Kachru’s concentric circles, moving from inner-, to outer-, to expanding-circle Englishes with emphasis on phonology, positioning, and the expansion of English.\"},{\"question\":\"What methods does the study use to evaluate student perceptions?\",\"answer\":\"The study uses critical writing reflections, an exit questionnaire on EIL opinions, and pre- and posttests on accent recognition to capture how students perceive the native-speaker model and inner-circle privilege.\"}]","Introducing English as an International Language in the Inner-Circle Classroom - Exploring World Englishes | PDF",1792085963,25]