TEACHING ENGLISH AS AN INTERNATIONAL LANGUAGE IN PAKISTAN: PERCEPTIONS AND PRACTICES OF ENGLISH LANGUAGE TEACHERS
Muhammad Bilal1 and Imran Khan2

ABSTRACT
The global trend of teaching English as an international language has called for a substantial change in English language education in Pakistan. It draws upon ownership of English language instead of subscribing to de-contextualised norm-based pedagogy only. However, the concept of English as an international language has been differently perceived and practiced by language teachers and universities, which hinders effective language pedagogy. Therefore, this study explored teachers’ perceptions of English as an International Language to develop a consensual understanding, and their classroom practices to identify the key features of English as an international language. Data were collected through focus group interviews and classroom observations. Thirteen language teachers and thirty six classroom observations of a selected degree programme were sampled for interviews and observations respectively. Analysis of interviews revealed that teachers conceptualise English as an international language keeping in view the global dominance of English language, cross cultural communication, emergence of new varieties, literature written in these varieties, and implications of these factors for effective language pedagogy. Observations revealed that various features of English as an international language were being practiced: maximizing learning opportunities, skill development, social and cultural relevance in language teaching etc. It can be concluded that though the perceptions and practices of ELTs contrast each other at some points, teaching English as an international language is a more effective approach towards English language teaching in Pakistan. 
KEYWORDS: EIL, World Englishes, Pakistani English language teachers, ELT , perceptions, practices