ABSTRACT
It used to be believed that the concept of EIL (English as an International Language) would bring no difference to traditional ELT (English language teaching) as far as teaching methodology is concerned. However, it is now widely held among EIL researchers that EIL pedagogy, just as EIL itself, should be appropriate for local contexts. As a case study in the Expanding Circle, this chapter explores appropriate methodology for teaching EIL in Japan. In consideration of the conspicuous tradition of word-by-word translation over a thousand years in foreign language learning in Japan, which originally stemmed from the reading of ancient Chinese, it is argued that Western ELT pedagogy, which emphasizes the primacy of speech while minimizing translation, may not be suitable for EIL education in Japan.
