ABSTRACT
This chapter considers English as an international language, EIL research and implications on pronunciation practice, the issue of native versus non-native teachers for EIL pronunciation teaching, issues of intelligibility, and assessment in EIL pronunciation teaching. The EIL, World Englishes (WE) and English as a lingua franca, ELF paradigms were carefully elucidated and the definitions adopted for the purpose of the chapter were delineated. The challenge for the EIL classroom is the extent to which learners and instructors are willing to learn and teach a variety of English that is based on what Sifakis calls the intelligibility constraints of the communication situation. Finally, the chapter ends with a consideration of how EIL can shape the development and criteria for international tests of English-language proficiency and the proactive steps that can be taken to move beyond native speaker norms to embrace the norms used by educated non-native speakers.
