ABSTRACT
The present chapter aims to illustrate one teacher’s attempt to bring English as an international language (EIL) pedagogy in an Academic Writing course situated in an English Teacher Education program in a private university in Indonesia. The chapter shares a series of scaffolding activities to guide a group of teacher-learners (TLs) writing their first academic essays on the topic “Native and non-native: Who makes the best English teacher?”, a commonly discussed topic in EIL pedagogy literature. The chapter utilizes both quantitative and qualitative data to explore how the use of an EIL-informed writing theme enhances students’ awareness of issues surrounding teacher ethnicity. Data were collected from 19 TLs registered in an Academic Writing class where the writer was the class instructor. Using quantitative analysis comparing the thesis written in the initial positioning essay and final papers, as well as qualitative analysis of themes in the final paper, the study highlights the importance of carefully planned scaffolding activities to the effectiveness of EIL pedagogy implementation. Conclusions drawn from the data are used to make recommendations for the effectiveness of designing an academic writing class through a common theme drawn from EIL pedagogy for initial teacher education programs.
