English as a Foreign Language (EFL) Teachers' Voices: English as an International Language (EIL) in Cyprus Context

Abstract

This research study reports on the in-service English as a Foreign Language teachers' perceptions of and needs and expectations regarding EIL and EIL-informed pedagogy in Northern Cyprus, which is a multilingual and multicultural teaching-learning context. A mixed method research design was utilized by collecting data through a questionnaire and interviews. A total of 152 in-service EFL teachers responded to the questionnaire, and 23 of them participated in the interviews. The findings of the study indicated that although the teachers welcomed the inclusion of EIL-aware pedagogy, they were hesitant to implement it in their classrooms due to lack of EIL-bound materials and existence of native speaker bound tests. The analysis also showed that teachers are aware of the EIL and EIL-aware pedagogy to some extent, however they lack the practical experience and expertise in order to implement such an approach to their daily practices. The findings of the study are believed to help raise EFL teachers' awareness on how to integrate an EIL-informed approach in not only the local context but also in other multilingual and multicultural teaching-learning contexts worldwide. This paper focused on the perceptions of English language teachers about English as an international language. In addition, their needs and expectations in relation to an in-service course on the topic were identified. To collect data, a questionnaire and interviews were used, and 152 teachers responded to the questionnaire; while 23 of them took part in the interviews. The results showed that teachers had positive perceptions toward EIL in general, but they were not willing to implement an EIL-aware pedagogy in their classes. One of the main reasons indicated for not implementing was a lack of resources and training. This study is believed to foster English teachers' awareness and competencies regarding the implementing EIL-aware pedagogy in their classes. The study is expected to raise English language teachers' awareness about these issues not only in local contexts but also in other multilingual and multicultural teaching-learning contexts worldwide.