EIL Into Pedagogy M01359

Perspective Jenkins 2005 describes ELF as the core of EIL to serve mutual comprehensibility as cited in Kirkpatrick, 2007, p.193. These terms are used interchangeably by education, yet principally they have same function as a global language. The term lingua franca itself is related to communication between speakers with different “ ling uacultures” Jenkis 2006, as cited in Baker, 2009 p.569 which implies the use of English among NESs in outer and expanding circle country. Ever since the focus of ELF is cross cultural communication, Kirkpatrick 2007 states “...the focus of classroom moves from acquisition of the norms associated with a standard model to focus on learning linguistic features, cultural information and communicative strategies that will facilitate communication” p.194. In other words, pedagogy based on ELF will transfor m students’ delusion of NES as the role model in N- Bound and raise students’ awareness of different cultural dimension in communication in the level of C-Bound. The use of EIL in multilingual communities coins the presence of bilingual or multilingual speakers. According to Graddol 1997, bilingual and multilingual speakers use English as a culturally appropriate language for particular communicative context as cited in McKay, 2002. Teachers are responsible to ensure students concept of “multicompetence” as knowledge of L1 and L2 in mind Cook, 1991 as cited in Cook, 1999, p.190. Along within the pedagogical frame, Kirpatrick 2007, p.194. contends to create bi and multilingual citizens in classroom. It then becomes an important task for teachers and education to ensure and create students as multicompetent language users who can confidently contribute in multicultural society. Besides multicompetence of language, intercultural competence is also prominent for language speakers in cross cultural communication. Intercultural competence refers to the ability to think and act in interculturally appropriate ways Hammer, Bennet and Wiseman, 2003 as cited in Sinicrope, Norris Watanabe, 2007 p.3. In teaching EIL, teachers need to be aware that in intercultural communication particularly in expanding circle countries, cultures appear to be varied and dynamic Baker, 2011. Moreover, Saville-Troike 1983 claims that the concepts of communicative competences and cultural competence are intertwined As cited in Lessard-Clouston, 2009. It is highlighted the idea that to interpret meaning of language means that we have to understand the context of its communication. Perspective Sercu 2005 supports this argument, claiming that intercultural competence refines communicative competences which focus solely on linguistically, sociolinguistically and pragmatically of one’s abilities. He proposes components of intercultural competence, namely :  Knowledge; particular culture, self and other concept, interaction to communication knowledge  Skills or behaviour; ability to interpret, relate, discover, acquire operate knowledge, attitudes and skill  Attitudes or traits; value self and others, position learning intercultural competence Cultural acquisition should occur in accordance with language learning and do not make it as lecturettes Rivers, 1986 as cited in Steele Suozzo, 1994 p.1. it is substantial to teach language through culture and vice versa, verifying that teacher cannot teach language in a vacuum, therefore cultural background is necessary to be taught. The comprehension of learning language through sociocultural and pragmatics meanings in culture will help students to be effective in cross cultural communication and create what Canagarajah 2005 states ‘local in global’ as cited in Baker, 2009 p.573 in a classroom.

3. Integration of intercultural competence and EIL in class activities

To have a clear framework of material development in EIL, Matsuda 2003 suggests that the selection of instructional model, cultural topics, interactive activities and assessment should serve comprehension pluralism in EIL. McKay 2002 p.129 presents the similar view that classroom should construct “A sphere of interculturality” which means students learn another cultures as a foundation to reflect on their own. Based on these arguments of multiculturalism in EIL, there are some considerations as follow. Firstly, in order to consider the choice of materials, according to Steele and Suozzo 1994, p.87 authentic materials are valuable along with various language techniques with the aim of integrating language and cultural understanding. Teachers can expose pictures, photos, videos which engage which students daily activity. Secondly, Cortazzi and Jin 1999 as cited in McKay 2003, p.10 argue that the selection of cultural contents in ELT should cover three distinguished category of cultures which are source culture materials students local Perspective cultures, target cultural materials inner circle cultures and international target culture materials outer and expanding circle cultures such as ASEAN countries which are Indonesia’s neighbours. The balance of teaching those three cultures will avoid misconception of students to be detached only to the perfect model of NES culture. Here, each culture should be treated carefully in ELT. For instance target culture which is derived from multicultural society such as England with many immigrants there. Nizegorodcew 2011, p.14 questions teachers for only teach merely majority culture based on nation state such as English short story, art and literacy or include minority culture such as immigrants’ way of living. The decision of teachers to teach particular culture relies on their own preferences. Thirdly, to design the activities, Baker’s approach 2011.p.68 is used by elaborating some strands to develop ELF in intercultural context. Exploring local cultures by examining the difference and complexity of local and national cultures, these strands work as the basis to compose various activities in the classroom. These four strands are :  Exploring language learning materials or resources which is related to local cultures  Discovering the traditional media and arts through English includes all media which depict the images of cultures.  Exploring ITelectronic media as a part of communication media  Providing cultural informants who have experienced with particular cultures. In summary, these suggested activities will be appropriately applicable in my context of ELT to embrace the local, target and international cultures as well as facilitate students to communicate their local cultures and experience foreign cultures as well. THE FRAMEWORK OF ELT IN INDONESIA In this section, the context of ELT in English Department of Pattimura University will be described and some activities will be recoomended for the improvement of its pedagogical practices.

1. INDONESIA UNIVERSITY LEVEL

For an undergraduate degree or S1Sarjana, students are required to take eight semesters or four year courses in university. As a tertiary institution of education, universities in Indonesia