@article {27731,
	title = {<span style="color: $\#$222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">Teaching EIL {\textendash} teaching international or intercultural English: What teachers should know</span>},
	journal = {System},
	volume = {32},
	year = {2004},
	pages = {237-250},
	abstract = {<span>The article concentrates on setting some specific criteria for the EIL ({\textquoteleft}English as an international language{\textquoteright}) classroom and raising teachers{\textquoteright} awareness of what is needed in order to identify and teach EIL classrooms. It starts by distinguishing between those communicative and teaching situations that are norm-bound and those that prioritise interlocutors{\textquoteright} mutual comprehensibility and cultural identity. On that basis, it goes on to delineate the EIL domain in norm-bound terms and suggests that teachers should also concentrate on teaching English as an intercultural language (EIcL). It subsequently addresses the following questions: What are the defining characteristics of an EIL/EIcL situation? How can a teacher identify such a situation and by what means can this be done? To what extent are EIL/EIcL situations similar to or different from other ESL, EFL, or more general ESOL situations? Are all EIL/EIcL situations around the world the {\textquoteleft}same{\textquoteright} and, if not, to what extent are they similar/different? To what extent do learners{\textquoteright} and teachers{\textquoteright} attitudes towards English, language learning and their own national, cultural and personal identity matter in EIL/EIcL learning/teaching?</span>},
	url = {https://doi.org/10.1016/j.system.2003.09.010},
	author = {Sifakis, N.}
}
