Abstract:

The paper analyzes approaches to teaching academic English in higher educational institutions. There are several terms for English as an object of study, and each term implies a separate learning concept: English as a Foreign Language (ESL); English as an International Language (EIL); English as a Lingua Franca (ELF). The author dwells on the advantages and disadvantages of each of the listed concepts and comes to the conclusion about the need for a gradual transition from teaching academic English as a foreign language to teaching academic English as an international language, which makes it possible to take into account the specifics of students as representatives of their individual mother culture and consider the language norm as a dynamic and variable phenomenon. Academic English as an international language is not only viewed as a tool for the exchange of information within the framework of teaching, but it also serves as an intermediary among communicants belonging to different cultures and demonstrating individual levels of language competence.

Teaching academic English as a lingua franca is hampered by the lack of a single codified standard and materials developed in accordance with that standard. The content of teaching, as well as the tendency to teach oral academic speech to the detriment of written speech, are considered as disadvantages of teaching English as a lingua franca. A 12-item questionnaire was administered to 40 academic English teachers working at 10 Russian universities. It was found that the majority of the teachers were aware of the value of teaching English as a lingua franca; however, students’ lack of willingness to learn it, lack of teaching materials and professional training opportunities as well as the image of a native speaker as the ideal are seen as obstacles to teaching academic English as a lingua franca. The study encourages the policymakers at English language departments to consider teaching academic English as a lingua franca a prospective approach which can be developed into teaching academic English as an international language, integrating students of diverse linguistic and cultural background into a relatively homogeneous academic community.

Keywords:

Academic English, English as a foreign language, English as an international language, English as a lingua franca, linguistic corpus.