ABSTRACT
One of the important aspects that the current literature on teaching EIL has acknowledged as still being under-developed, or has overlooked altogether, is students' views on or responses to the beliefs and values advocated in EIL curricula. After having studied in an EIL program for one year or three years at Urban University, the student-participants claimed that they had experienced the beneficial effects of having engaged in learning about EIL and discussing issues or perspectives that inform the EIL paradigm. The first beneficial effect that all participants claimed they had experienced was that they had become aware of the changing sociolinguistic landscape of English, and at the time of the interviews, they had a better understanding of the nature of English language variation. Having engaged in EIL curricula for one year or three years clearly enabled the students who participated in this study to experience changes to their initial perceptions.
