Institutional Repository | Satya Wacana Christian University: The Student-Teachers’ Understandings of EIL Approach in a Microteaching Course

Abstract

This paper presents a study about the students-teachers’ understandings of EIL
approach in the three mini lessons. In particular, the study aims to find what eight studentteachers’ understandings of EIL approach are in a Microteaching course (ED603C). English
as an International Language (EIL) approach is the situation where English is used to
communicate across linguistic and cultural boundaries (McKay, 2002, p.38). From this
definition, McKay implies that every linguistic features and cultures are respected and valued
for communication purpose. The data were collected through lesson plans, Action Research
Teaching Journals (ARTJs), and portfolios. The study found that there were three prominent
themes where EIL approach is defined. First, the student-teachers got their initial
understanding of EIL approach as comparing two cultures (western and local cultures).
Second, the student-teachers got better understandings of EIL by accommodating their
students’ cultures. Third, the student-teachers had finally accommodated EIL approach by
presenting not only local and target language cultures, but also international cultures. In
addition, presenting various kinds of cultures were claimed to be a successful way to increase
their students’ interest of the materials as well as their students’ awareness of cultural
diversities. It is expected that this research will give better understanding to the development
and implication of EIL approach in the future.
Keywords: student-teachers, EIL approach, microteaching course.