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 student-teachers’ 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.
