The Perceptions of University English Teachers in Japan about Teaching English as an International Language

Abstract

This study investigated the perceptions of English teachers teaching English as an international language (EIL) at Japanese universities through a focus group interview. Eight experienced full-time English teachers at a medium-sized comprehensive university in western Japan shared their thoughts on the ownership of English, the varieties of Englishes, raising students’ awareness, pronunciation models, and cultural input in the English classroom. Most teachers believed that English, which exists in many varieties, no longer belongs to any English-speaking country. Furthermore, they preferred letting their students experience various Englishes in the classroom. But they had diverging opinions on pronunciation models and most leant towards intercultural competence when asked about cultural input in the English classroom. Study results provide some pedagogical implications for English educators, especially in the English as a Foreign Language (EFL) context, and directions for further studies.