Teaching English as a
Global Language
‘English is the global language.’
Contents
• Introduction: Integrating Global Englishes in
language teacher education practices
• The global spread of English & Global
Englishes - Language Teaching pedagogy
• Language teaching methods & instructional
materials in Global Englishes
• Language assessment in Global Englishes
Transmission details
• Curriculum development in Global Englishes
1. Understanding Global Englishes
Global Englishes
Paradigms
World Englishes (WE)
Conceptual frameworks
Translanguaging
English as a Lingua Franca (ELF)
Translingual
English as an International Language (EIL)
Multilingual
Understanding Global Englishes
………(GE)
……….(WE)
………(ELF)
……….(EIL)
Understanding Global Englishes
Global
Englishes
(GE)
World Englishes
(WE)
English as a
Lingua Franca
(ELF)
English as an
International
Language (EIL)
Match a term with its correct definition.
Global Englishes
(GE)
World Englishes
(WE)
English as an
International
Language (EIL)
English as a Lingua
Franca (ELF)
serving as a context and function in which language users
navigate within and across different forms and functions to
facilitate communication.
focusing on English as a common linguistic link and context
bringing together individuals from diverse ethnolinguistic
backgrounds.
recognizing the pluralization, nativization, and localization of
English.
serving as an inclusive paradigm which looks at the linguistic,
sociolinguistic and sociocultural diversity and fluidity of
English use and English users in a globalised world.
Match a term with its correct definition.
Global Englishes
(GE)
serving as an inclusive paradigm which looks at the linguistic,
sociolinguistic and sociocultural diversity and fluidity of
English use and English users in a globalised world.
World Englishes
(WE)
recognizing the pluralization, nativization, and localization of
English.
English as an
International
Language (EIL)
serving as a context and function in which language users
navigate within and across different forms and functions to
facilitate communication.
English as a Lingua
Franca (ELF)
focusing on English as a common linguistic link and context
bringing together individuals from diverse ethnolinguistic
backgrounds.
Understanding Global Englishes
- Global Englishes: paradigms and frameworks rests upon a twofold motivation:
(1) foregrounding our commitment to paradigmatic agnosticism
(2) prioritizing the consolidation of ideological goals cutting across these
paradigms over incommensurability of paradigms (and pertinent tensions)
leading to the construction and ownership of knowledge.
- “Global Englishes” as an umbrella term enabled us to overcome the mutual
exclusivity constraint and maximize the gains accumulated by these paradigms
and frameworks
Understanding Global Englishes
Issues facing us in moving forward with language teacher education for
Global Englishes.
- Discussions and training around Global Englishes are often STUCK at
theoretical levels and do not transform into research-driven practices for
language teachers.
- Teachers and teacher educators may NOT know about Global Englishes:
+ have perfunctory knowledge detached from teaching practices
(unawareness)
+ demonstrade epistemological and conceptual disagreement with Global
Englishes (disagreement, rejection, and resistance)
+ acknowledge it but see no value within language teaching and teacher
education (reluctance)
2. From Global Englishes to language teacher education for
Global Englishes
Global Englishes paradigm in innovative pedagogical practices
operationalized at various levels:
- Macro-level (programmatic): those programs structured around the
principles of the Global Englishes paradigm
- Meso-level (course): those dedicated courses (and related experiences)
organized around these principles.
- Micro-level (independent units, modules, discussions, activities, and/ or
professional development practices) within or beyond these programs (Selvi,
2016)
From Global Englishes to language teacher education for
Global Englishes
Global Englishes: language teacher education for (both at pre- and in-service
levels):
- leveraging a knowledge base (knowledge, beliefs, values, emotions, priorities,
and practices) informed by, grounded in, and geared toward the changing
needs and realities of transnational/ transcultural contexts and translingual ELT
practices
The current project: a critical self-reflexive account
Critical, reflective, and transformative processes: Matching
terms
Exposure
Critical
awareness
Action plan
planning, teaching, and reflecting upon the whole teachinglearning process in a contextually appropriate and sensitive
manner
promoting teachers’/teacher learners’ understanding with
regards to multiplicity, complexity, hybridity, and fluidity of
English(es) in a superdiverse world.
creating opportunities for teachers/teacher learners to use
this understanding in evaluating their teaching practices.
Critical, reflective, and transformative processes: Matching
terms
Exposure
Critical
awareness
Action plan
promoting teachers’/teacher learners’ understanding with
regards to multiplicity, complexity, hybridity, and fluidity of
English(es) in a superdiverse world.
creating opportunities for teachers/teacher learners to use
this understanding in evaluating their teaching practices.
planning, teaching, and reflecting upon the whole teachinglearning process in a contextually appropriate and sensitive
manner.
Innovation
Approach
Population
Application
Tasks
Some combination of these
Professional Development
A viable professional development resource for scholars from diverse
teaching contexts, realities, affordances, and constraints.
3. Global trends in English language education
Global trends in English
- Global growth of the English language (used by two billion people in at least 75
countries, 750 million people are believed to speak English as a FL); and increased
connectivity (in a variety of contexts and domains: science, technology, education,
and international trade, etc.).
- Today, English as a global lingua franca
- English speakers from diverse ethnolinguistic and cultural backgrounds
-
Pedagogical implications for ELT - growing calls for change
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3. Global trends in English language education
Growing calls for pedagogical change
• Changed needs of English language learners & the irrelevance of “traditional”
curricula for many students
• How multicompetent speakers use English alongside other languages for
communication in diverse and flexible speech communities.
• How they utilize English in dynamic and multifaceted ways to navigate multilingual
encounters.
•
“Linguistic, cultural and functional diversity associated with English today
challenges some of the fundamental assumptions of ELT and requires that we
revisit our pedagogical practices.”
3. Global trends in English language education
Global Englishes language teaching
-
“Global Englishes Language Teaching” (GELT) proposals
1. increase WE and ELF exposure in language curricula;
2. emphasize respect for multilingualism in ELT;
3. raise awareness of Global Englishes in ELT;
4. raise awareness of ELF strategies in language curricula;
5. emphasize respect for diverse culture and identity in ELT;
6. change English teacher hiring practices in the ELT industry.
3. Global trends in English language education
Global Englishes language teaching
-
Curriculum innovation: a complex process, numerous barriers to achieving
this paradigm shift (e.g., a lack of suitable materials, the dominance of
native speakerism & standard language ideology, teacher education, and
hiring practices)
Global Englishes Language Teaching (GELT) framework
3. Global trends in English language education
Global Englishes Language Teaching (GELT) framework
to provide a guide to practitioners/ developers to evaluate, develop and change curricula that reflects
the global realities of English-using communities. It encompasses 13 dimensions:
1. target interlocutor;
2. ownership;
3. target culture;
4. Linguistic norms;
5. teachers;
6. role-models;
7. sources of materials;
8. positioning of other languages and cultures;
9. needs;
10. assessment criterion;
11. goals of learning;
12. ideology;
13. theoretical orientation.
(Rose & Galloway, 2019
Implications for teaching and teacher education
• Innovation model - (GELT) Framework (Rose & Galloway, 2019):
conceptualize the curriculum innovation process to explore how innovation
may be adopted by teachers and teacher educators in various educational
contexts.
• Curriculum innovation model:
- needs analysis;
- phases of adoption;
- the important role of teachers as agents of change to introduce and trial
innovations;
- factors that influence whether innovation is successfully adopted by
teachers and teacher educators
Implications for teaching and teacher education
• Focus of recent research studies
- Attitudes of students and teachers and teacher educators toward Global
Englishes
- Innovation in practice at the classroom level
- Global Englishes innovations within actual classrooms and curricula
- The importance of teacher education
- the effects of teaching World Englishes and EIL
- Call for future studies
- Longitudinal change resulting from curriculum innovation at an institutional level
- The short-term and long-term effects of Global Englishes teacher education on
teacher cognition and pedagogical practices
-
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