ABSTRACT

In response to the widely recognised pluralising forms, users, and cultures of English across the world, scholars have called for educators and curriculum developers in higher education settings to appreciate more fully the sociolinguistic complexity, indeed the reality, of the English language, and have often proposed an EIL paradigm or framework for doing so. The experiences of lecturers and students in the EIL program at Urban University showed that the teaching of EIL seems to be more realistic than idealistic. In order to operationalise the paradigm and to inspire students to learn to appreciate different varieties of English, key theorists advise that EIL teaching syllabus materials and pedagogical practices should expose students to the pluralising forms, users, and cultures of English. Students' experiences of having studied and engaged in the above EIL curricula at Urban University confirmed feasibility of teaching of EIL and the importance of appreciating knowledge about English language variation in today's multilingual and multicultural globalising Australian society.