Teaching English as an International Language

Roby Marlina holds a doctorate in Language Teacher Education (Monash University, Melbourne, Australia) and is a Language Specialist (Teacher- Educator) with the Training, Research, Assessment and Consultancy Department at the Southeast Asian Ministers of Education Organization (SEAMEO), Regional Language Centre (RELC), Singapore. Prior to joining SEAMEO- RELC, Roby was a lecturer in the EIL program at Monash University, Melbourne, Australia. His publications have appeared in international journals including International Journal of Educational Research, Multilingual Education, and Asian EFL Journal , and he has contributed chapters in several books edited by key EIL/World Englishes scholars. He is one of the main editors of the book, The Pedagogy of English as an International Language: Perspectives from Scholars, Teachers, and Students (Springer International Publishing).

'This book explores the implementation of proposals for teaching English as an international language into language curricula and classroom practices. As such, it helps bridge the theory-practice divide in World Englishes by shedding light on the challenges faced by teachers of EIL, and by exploring students responses to curriculum innovations that aim to prepare them to use English in a globalized world.' – Dr. Heath Rose, University of Oxford'This book offers a fascinating and unique insider perspective on the nature of EIL, what it means to be a speaker and teacher of EIL and how an EIL curriculum can serve to challenge students to rethink their identities as speakers of EIL as well as empower them as users of English. Rich in both the theory and practice of teaching EIL in a university setting, it will be an invaluable resource for curriculum planners, teachers and teachers in training.' — Jack C. Richards, Honorary Professor, University of Sydney; University of Auckland

• 1 The need to teach EIL 2 Teaching EIL: calls to implement change 3 Studying teaching EIL 4 The journey to implement change: an autobiographical narrative 5 EIL teachers implementing change 6 Reviewing change: from teachers’ perspectives 7 EIL students’ responses to change 8 Reviewing change: from students’ perspectives 9 Re-envisioning a program of ongoing inquiry