tailieunhanh - A CONCEPT OF INTERNATIONAL ENGLISH AND RELATED ISSUES: FROM 'REAL ENGLISH' TO 'REALISTIC ENGLISH'?

With regard to English passage comprehension, the children initially instructed in Spanish and transitioned into English at the end of second grade made the most gains between the end of second grade and the end of fourth grade. At the end of fourth grade, the monolingual English-speaking students had the highest scores, followed by the Spanish-speaking English-instructed students, Spanish-speaking students transitioned at the end of second grade, and Spanish-speaking students transitioned at the end of third grade. With regard to Spanish passage comprehension, the order of results was reversed, with the Spanish-speaking students transitioned at the end of. | A CONCEPT OF INTERNATIONAL ENGLISH AND RELATED ISSUES FROM REAL ENGLISH TO REALISTIC ENGLISH Barbara SEIDLHOFER University of Vienna Language Policy Division DG IV - Directorate of School Out-of-School and Higher Education Council of Europe Strasbourg The opinions expressed in this work are those of the author and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of School Out-of-School and Higher Education of the Council of Europe F-67075 Strasbourg Cedex . The reproduction of extracts is authorised except for commercial purposes on condition that the source is quoted. Council of Europe 2003 TABLE OF CONTENTS 1. 2. What is International English .8 3. English in European language policy issues 4. The status of English as an international language EIL in European 5. Conceptual considerations. 14 6. Linguistic 7. Pedagogic 8. Conclusion . 23