Özet:
The changing sociolinguistic landscape of English with new users and uses merits attention as it complicates the current ELT traditionally constructing language as a static and monolithic entity. This complication has encouraged the re-examination of current ELT practices around the world. Among several initiatives to challenge Anglo-centric view of English and consequently ELT, equally well-documented is the paradigm of English as an International Language. As a response to the calls in this camp to question the Anglo-centric ELT and transform it into practice, the present study aimed at both investigating the possible effects of an original 10-week EIL-oriented General English classroom practice on learners' understanding and awareness of the sociolinguistic realities and complexity of English, their attitudes towards cultural and linguistic diversity in English and their language-related proficiency, and evaluating the whole process. To this end, using a convenience sampling strategy, a mixed-method study was conducted with 53 preparatory programme students. While the data on the possible outcomes were gathered via a pre and post-implementation questionnaire and focus-group interviews, the course was evaluated with retrospective interviews, weekly student reports, peer classroom observation, a final open-ended questionnaire and bi-weekly teacher field notes. Lending support to several earlier studies, the outcomes of the practice were found to be heightened understanding and awareness of the sociolinguistic realities and complexity of English, higher positive attitude towards EIL orientation and improvement in listening skill, interaction confidence and expressing themselves, culture-related performance, critical thinking and the use of communication strategies. However, still in general there was an Anglophone orientation towards language ownership, language diversity and instructional varieties, yet the participants seemed more tolerant of the inclusion of cultural diversity into their classes. In addition, the topics, activities, instructional materials, and assessment of the practice were found effective except for the use of Facebook as an education platform
