Abstract
The issues of English as an international auxiliary language (hereafter EIAL) have been taken up in this half century interwoven with various aspects, such as language, culture, politics, economics and society, and have cast a great influence on foreign language teaching at school. This complex theme has been studied both theoretically and practically by numerous earlier scholars and educationalists (see, for example, Crystal 1997; Hino 2003; Honna 1990; Jenkins 2003, 2007; Kachru 1991; Kirkpatrick 2007; Quirk and Widdowson 1985; Yano 2001). In this article, I take up three issues: the basic standpoints for considering Japanese English for EIAL; its perspectives in terms of linguistic materials such as sounds, vocabulary and expressions; and its introduction to the English textbooks for middle schools in Japan, and explore what perspectives and problems we have in the matters.
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© 2009 Morizumi Mamoru
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Mamoru, M. (2009). Japanese English for EIAL: What it should be like and how much has been introduced. In: Murata, K., Jenkins, J. (eds) Global Englishes in Asian Contexts. Palgrave Macmillan, London. https://doi.org/10.1057/9780230239531_6
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DOI: https://doi.org/10.1057/9780230239531_6
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