In today's globalised world, the needs of English language learners have changed, particularly those learning to use the English language as a lingua franca. Growing research showcasing the global use of English as a lingua franca (ELF), the creativity of ELF users, and the diverse ways in which they negotiate successful communication in multilingual encounters has numerous implications for the field of TESOL. This article reports on a study with preservice and in‐service TESOL practitioners taking a Global Englishes for Language Teaching (GELT) option course in a 1‐year Master's in TESOL programme at a Russell Group university in the United Kingdom. The study explores attitudes towards GELT but also towards the proposals for, and barriers to, curriculum innovation as well as factors influencing such attitudes. Interviews (n = 21) and questionnaires (n = 47) revealed that attitudes remain norm bound, yet the study revealed a positive orientation towards GELT and provided insights into the feasibility of GELT‐related curriculum innovation and teacher education syllabus design. The study calls for more research with preservice and in‐service TESOL practitioners at different stages of the innovation process to ensure successful and sustainable GELT curricular innovation.

In recent years, one of the most significant trends in higher education in non-anglophone countries has been the growth in English Medium Instruction (EMI). However, provision is rapidly outpacing empirical research. This study examined how macro-level education policy with regard to EMI is both implemented and conceptualised at the institutional and classroom level in Chinese and Japanese universities. Utilising questionnaires with home students (n = 579) and staff (n = 28), interviews with home students (n = 29) and staff (n = 28) and four focus groups with staff and four with home students, in addition to questionnaires (n = 123), interviews (n = 10) and three focus groups with international students, the study provides insights into how EMI policy is operationalised, including types of programmes and language use, and how it is conceptualised by different stakeholders. The results highlight contextual constraints to policy implementation, calling for the need for more research into this growing trend and curriculum evaluation to inform context-sensitive ways to implement EMI policy. It also calls for a critical examination of monolingual EMI policies and academic norms amidst growing multilingualism in the EMI classroom as well as clear goals and objectives due to varying conceptualisations of the purposes of EMI amongst staff and students.

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