University of Bahrain
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Perceptions of Dominance in English as an International Language (EIL) Pedagogy

Show simple item record Saha, Mili 2020-01-06T09:50:34Z 2020-01-06T09:50:34Z 2020-01-01
dc.description.abstract This article explores teacher and learner perceptions about the standard varieties of English language and the power-effect involved in teaching and learning EIL. The research addresses three core concepts: what are the preferred varieties in EIL pedagogies, why do teacher and learner prefer these varieties, and how to minimize the perceptions of dominance in pedagogical choices. Forty learners and twenty teachers of English as a second or foreign language (ESL/EFL) from different Bangladeshi colleges and universities responded to a survey on Google Forms. The questionnaire contained six multiple-choice questions (MCQ) and two open-ended inquiries. Results show EIL teachers and learners tend to learn and teach an established English language variety, although they appreciate integrating local culture and varieties into instructional processes. Majority of the participants prefer British English and they believe learners’ perceived incompetence in global communications generates from the preferences for standard varieties that encourage unrealistic learning goals. Recommendations include how to minimize authority of standard variety and maximize acceptance of local varieties in EIL pedagogies. en_US
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International *
dc.rights.uri *
dc.subject English Language en_US
dc.subject Standard Variety en_US
dc.subject Local Variety en_US
dc.subject World Englishes en_US
dc.subject Pedagogy en_US
dc.title Perceptions of Dominance in English as an International Language (EIL) Pedagogy en_US
dc.volume Volume 8 en_US
dc.issue Issue 1 en_US
dc.contributor.authorcountry Bangladesh en_US
dc.contributor.authoraffiliation Department of English, Jagannath University, Dhaka, Bangladesh en_US
dc.source.title Journal of Teaching and Teacher Education en_US
dc.abbreviatedsourcetitle JTTE en_US

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