A Critical Look into Basic Assumptions of Teaching English as an International Language (EIL)

The present paper is intended to explore some controversies that prevail in Basic Assumptions in Teaching English as an International Language (EIL). It focuses on the assumptions supposed to underlie the new approach to the English language teaching referred to as EIL. Assumptions are evaluated from different perspectives and the problems are highlighted. It is attempted to show that the new position for the English Language cannot lead us to any secure place, supposed to be characteristically distinct from its predecessors. Adapted from the source document