Thesis (DEducation)--University of South Australia, 2011. Includes bibliographical references (pages 271-282). English is currently the most widely used international language, and is the default choice for international and intercultural communication in the Asia-Pacific region. English as an international language, or EIL, is a term coined in recognition of the international role of the language, which is now taking on importance in English studies generally. It is therefore relevant to investigate the relationship between EIL and English studies in selected Asia-Pacific countries. This professional doctorate study was undertaken through three separate projects, respectively aiming to identify 1. local educator views about English, the use of English and aspects of teaching English in three Expanding Circle countries in the Asia-Pacific region, obtained through semi-structured interviews with teachers of English and senior educators in English language education (Project 1); 2. scholarly theorisations of EIL brought together through secondary research into the literature of EIL, World Englishes, English as a lingua franca and English as a global language (Project 2); 3. key constructs of EIL in six tertiary education programs in EIL and teaching English as an international language (TEIL) in the Asia-Pacific region, based on examination of their curriculum documents (Project 3). The meta-analysis of the three projects builds on Sharifian‘s (2009b) view of EIL as a paradigm and identifies three key themes central to that paradigm, in addition to those mentioned by Sharifian. These themes are: glocalisation of EIL, recognition of local language ideologies, and pluricentricity of EIL. The glocalisation of EIL highlights processes through which English earns its role as an international language. The recognition of local language ideologies emphasizes their influential role in how English is perceived, used and taught. Finally, the pluricentricity of EIL emphasises linguistic and pragmatic constructs of EIL and a broadened conceptualisation of the communities in which English is activated.