An ecological curricular model of English as an international language ( <scp>EIL</scp> ) education

Abstract This article presented an ecological curricular model for teaching and learning English as an international language (EIL). The model focussed on the various types of presentational, interpretive and interpersonal communication and highlights the interplay of communication and interlocutors' cultural perspectives, practices and products. Furthermore, the model underscores the benefits of using EIL for authentic purposes, content learning, language comparisons and use beyond classroom walls. The model is premised on the proposition that English is currently a vital language used in all corners of the globe. While it acknowledges all the varieties of English in the inner, outer and expanded circles, the model does not endorse any variety, nor does it subscribe to a monolithic view of English. Rather, it emphasises learners' needs and purposes for using English and endorses teachers' agency, competencies and local resources. The model recommends cooperative learning (CL), differentiated instruction (DI) and situated assessment and evaluation as instructional frameworks to promote EIL proficiency. Contributions to EIL curriculum theory include focus on communication and linking its types to cultural pragmatics and authentic use in social, academic and professional settings. Implementation challenges pertain to EIL partial neutrality, local language ecologies, national teacher standards, assessment politics and the constraints of differing accountability regimes.