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English as an international language (EIL) has mainly been addressed by non-native world Englishes scholars to non-native English students. Studies on explicit instruction of EIL that emphasizes plurality of the language and culture, and communicative strategies toward different speakers have rarely been conducted in mainstream classes where the majority of the students are native speakers. This preliminary study, inspired by Smith's ( 1983) idea that EIL concepts be taught to everyone, including native speakers, investigates perceptions of instructors at Purdue University, who are mainly English native speakers and teach a course on speech communication (COM 114) to mainly native-speaker students. Together with analyses of the course textbook and course requirements, two multiple-choice questionnaires regarding perceptions on the English language and incorporation of EIL concepts in their COM 114 class were employed in this study. The results showed that the instructors were fairly receptive to EIL concepts and incorporated them when teaching at different extents, except for the concept of cultural norms, saw importance of communicative strategies and accepted other English varieties as long as intelligibility is ensured. The textbook was found to not embrace EIL concepts, while the course requirements showed small evidence of EIL concepts.



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