A NEW CONCEPTUAL FRAMEWORK OF THE ENGLISH LANGUAGE TEACHING AND LEARNING (ELTL) SYSTEM: ELTL INFLUENTIALISM

To respond to the created sense of guilt and anxiety in English language instructors about being the ambassador of the English language and/or culture Imperialism and colonialism, the current study attempted to review the system of English Language Teaching and Learning (ELTL) in terms of norms and their powerful effects, and present a multidisciplinary view to the reality of English language in the ۲۱st century to proposes new conceptual framework. It drew on the disciplines of semantic lexicology, psychology, ecology, biology and microbiology. It also reviewed the socio-econo-political definition of English as a colonial language. After presenting a qualitative and descriptive research argument in the framework of English as an International Language (EIL) (proposed by Seidlhofer, ۲۰۱۱), the available study concluded with the proposition that appealing to a different interpretation from some other disciplines, the denotation and connotation of the linguistic and cultural colonialism and imperialism to the English language teaching and learning will be viewed more intelligible and affirmative. Finally, the study proposes to use Influentialism, in place of Imperialism and Colonialism, when it comes to the field of English language Teaching and Learning. The English Linguistic and Cultural Influentialism can be a more appropriate, adapted and admissible framework in the English teaching and learning (ELTL) system to think, work and live than the English Linguistic and Cultural Imperialism and Colonialism, borrowed from the socio-econo-political sciences.

Keywords:

English Language Teaching and Learning (ELTL) System , English Linguistic and Cultural Colonialism , English Linguistic and Cultural Imperialism , English Linguistic and Cultural Influentialism , Biology , Ecology and Psychology