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

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.