This study has stated that regardless of the increase of publications on English teaching as an International Language (also known as EIL) or a Lingua Franca (known as ELF). The authors have claimed that there is a diffusion regarding these ideas into the context of English Language Teaching which has considered to be incomplete and quite slow. The big concern that has occurred among numbers of educators around both EIL and ELF which arrived without any consent on the subject of appropriate and relevant instruction.

This journal article also has explained that there are three main requirement knowledge to inspire the EIL instruction such as different purposes intended for which English is applied within the multilingual group of people, the inconveniency along with non-compulsory of endeavoring for the native-similar proficiency by a number of bilingual apprentices of English, and also a concept of language difference as a natural wonder in the world of language.

In addition to this, the traditional point of view regarding the English proficiency was simply described in this study as developing a better level of proficiency in practicing whether the American English or else the Standard British which have been utilized by its native speakers, all together with the knowledge combination of syntax, phonology, discourse styles, lexicon, literary, and also the cultural factors as well. Furthermore, the two authors have also detailed for some traditional concepts of fluency in the English language have appeared to be no longer relevant in the global English era. In fact, the present reality of English as a universal language along with various utilized by diverse speakers requires the formation of ability requirements to be redefined.  

The most interesting part from this study is in the part where it discusses around the examples of cross-cultural strategies designed for ELF or EIL apprentices which involve some steps that needed to be taken by every person such as: never try to create any assumptions regarding the intentions of the speaker; always be aware of the appearance of your prejudices or biases; continuously notify the potential of cultural miscommunication, or else an error in cross-cultural practices; form an intercultural awareness which defines as knowledge of cultural rooms as both emergent and also liminal; implement and practice supportive and cooperative behavior, along with an active listening; always attempt to be open in learning other different cultures; always search for understanding the difference by and large.

Reference of Teaching of English as an international language in various contexts

Dogancay-Aktuna, S., & Hardman, J. (2018). Teaching of English as an international language in various contexts: Nothing is as practical as good theory. RELC Journal, 74-87.