因應國際化與全球化的趨勢，英語成為國際溝通的主要語言，學習英語的人口增加，非英語母語使用者已逐漸超越英語母語使用者（McArthur, 2001），形成第二語言使用者凌駕第一語言使用者的特殊景象，地區性英語（English varieties）如英國英語、美國英語、印度英語、新加坡英語等各具特色，成為所謂的World Englishes。
EIL（English as an International Language）典範認為英語的主要目的為溝通，在不影響辨識（intelligibility）的前提下各國的英語特色是可以被接受的，英語的所有權應屬於所有的英語使用者。因此在英語教學領域中，傳統以母語人士為學習目標的思維受到質疑，跨文化溝通能力（inter-cultural competence）較之溝通能力（communicative competence）在國際交流時更顯重要，隨之對傳統英語教學造成的影響如：以溝通能力為主要學習目標、鼓勵接觸不同地區性英語、積極培養非英語母語教師、發展地區性英語評量工具、重新定義標準英語等，Kachru稱之為英語教學典範的轉移（paradigm shift）。
本研究目的為探討EIL造成的英語教學典範轉移及其對台灣國小英語教育的影響與啟示，研究方式以文獻與理論分析為主，輔以對台灣國小英語教育相關人員的訪談，再將理論分析與訪談內容相互對照，提出EIL典範對台灣國小英語教育的啟示。訪談結果顯現台灣國小英語教育採英語系國家（主要是美國）模式，近年來英語教學的重要核心為溝通能力的培養，此與EIL重視溝通的倡議相近，但英語課程綱要對英語的定義過於狹隘，缺少對英語全球化的相應指標，加上國際教育的實施易窄化為英語教育，無法有效提升國際視野；此外，EIL典範在台灣尚屬萌芽階段，相關之理論或實徵研究不多，受訪者對EIL典範的認知與態度部分與EIL精神相符，部分則相悖。
綜合研究文獻與訪談結果，對台灣國小英語教育的啟示如下：（一）認知層面：EIL仍屬理論面階段，難在現實面落實；（二）態度層面：英語教育應培養孩子對語言的寬容度與使用的信心，適應真實的國際溝通情境；（三）課程與教學層面：積極培養本土籍英語教師，選擇適合台灣國情的英語教學方式，並透過高等教育與師培教育推廣EIL課程；（四）政策層面：在英語教育政策中納入EIL典範之精神，弭平英語課程中政策面與實踐面的落差，使英語真正的屬於所有的英語使用者。

In response to the trend of internationalization and globalization, English has become the main language of international communication. With increasing English learning population, non-native speakers of English have been exceeding native speakers in number. Regional English such as British English, American English, Indian English, and Singapore English all has its own characteristics. English expands to plural form “Englishes” which stands for World Englishes.
EIL (English as an International Language) regards the purpose of learning English as to communicate rather than to practice standard English. English varieties are accepted if not affecting intelligibility. English ownership should belong to all English users. In addition, EIL questions the traditional goal of learning English to be able to speak English like native speakers. In fact, when it comes to international exchanges, inter-cultural competence is more crucial than communicative competence. Accordingly, EIL influences traditional English education in the following aspects: (a) setting communication as the main purpose of learning English, (b) encouraging exposure to different English varieties, (c) cultivating non-native English teachers to be more EIL oriented, (d) developing regional English assessment tools, and (e) redefining Standard English. Kachru called it a paradigm shift.
The study aims to explore EIL and its implications for English education in Taiwan. Research is conducted by theoretical analysis of the related literature and interviewing elementary English education personnel in Hsinchu county to explore their perceptions and attitudes about EIL and English teaching paradigm shift in Taiwan. Empirical interview data reveals the followings: (a) English education in Taiwan adopts English-speaking country variety, mainly the United States. (b) Although communicative competence is more emphasized in English teaching than ever, which is one of EIL proclaims, the myth that foreign native English teachers are better than Taiwanese English teachers because of their standard English is still prevailing. (c) It is acknowledged that EIL is in its infancy in Taiwan. Only some of EIL proclaims are accepted by the interviewed elementary English education personnel. Finally, based on the results of both literature analysis and interview, implications for English teaching and English education in Taiwan are proposed.

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