The article 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.
The authors dwell on the advantages and disadvantages of each of the listed concepts and come 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 linguocultural specifics of students and consider the language norm as a dynamic and variable phenomenon. Academic English as an international language is not viewed only as a tool for the exchange of information within the framework of teaching, it serves as an intermediary among communicants belonging to different cultures. 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.
Key words: academic English, English as a foreign language, English as an international language, English as a lingua franca, linguistic corpus.
Reference to article:
Oschepkova V. V., Solovyeva N. V. Academic english: english as a foreign language or as a lingua franca? // Ivanovo State University Bulletin. Series «The Humanities». 2020. No.4. P. 52-58.