Bringing Global Englishes to the ELT classroom: English language learners’ reflections

Jindapitak, Naratip; Teo, Adisa; Savski, Kristof

doi:10.1080/13488678.2022.2033910

Cited by 16 publications

(10 citation statements)

References 26 publications

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“…Monolithic orientations might be responsible for such biased orientations towards native-like accents. This supports the idea that PELTs should be exposed to all varieties of English so that they realize the sociolinguistic reality of English (see Jindapitak et al, 2022).…”

Section: Discussion and Con Clus I On Ssupporting

confidence: 79%

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Prospective English language teachers' understandings of global English language teaching

Aslan,

Altınkaya

2024

Euro J of Education

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Despite various calls for a thorough re‐conceptualization of current English language teaching (ELT) practices, incorporating courses for critical perspectives on linguistic and cultural diversity is still a major challenge in most teacher education programmes in many English as a foreign language (EFL) countries. Therefore, we explored the evolving perspectives of English as a global language among Turkish pre‐service English teachers (PELTs) in response to a global Englishes‐focused curriculum. Using self‐report data, the study reveals participants' complex and diverse views on language varieties in English as a Lingua Franca (ELF) communication, driven by various reasons. After a GE‐oriented course, most participants shifted to plurilithic orientations as they softened their beliefs in native‐speaker English superiority and developed a more sophisticated understanding of English. Seven participants with monolithic orientation appeared to reduce the complex and dynamic nature of language to racialized stereotypes associated with native speaker norms. Based on the findings, how language orientations and ideologies may inform teacher preparation in language teaching was discussed. Several recommendations for further research and preparation of PELTs were made.

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Section: Discussion and Con Clus I On Ssupporting

confidence: 79%

“…Therefore, recently, the issue of GE has received considerable attention (e.g. Boonsuk et al., 2021; Jindapitak et al., 2022; Liu & Fang, 2022; Reynolds & Yu, 2018; Sung, 2015a).…”

Section: Review Of Literaturementioning

confidence: 99%

Prospective English language teachers' understandings of global English language teaching

Aslan,

Altınkaya

2024

Euro J of Education

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“…In Thailand, it is observed that three Global Englishes research areas were conducted: 1) language attitudes (e.g., Boonsuk & Fang, 2022;Thienthong & Uthaikorn, 2023), 2) Global Englishes classroom implementation (e.g., Boonsuk et al, 2021;Jindapitak et al, 2022;Rajprasit, 2022), and 3) Global Englishes teacher professional development (e.g., Prabjandee, 2020;Prabjandee & Fang, 2022). This study contributes to the first line of inquiry (language attitudes) since it offers valuable resources for ELT practitioners when considering implementing Global Englishes in the classrooms.…”

Section: Global Englishes and Language Attitude Researchmentioning

confidence: 99%

Thai School Directors’ Lived Experiences and Attitudes Towards Global Englishes: Do They Impact Hiring Foreign National Teachers?

Noknoi,

Prabjandee

2024

rEFLections

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Research on language attitudes towards Global Englishes in many contexts has focused on teachers and learners. However, limited research has paid attention to school directors even though they are in a vital position to make changes at the school. This study explored the school director’s lived experiences, attitudes toward Global Englishes, and how their attitudes impact hiring foreign national teachers. Utilizing a narrative inquiry design, three school directors from different school sizes, levels, and types were interviewed multiple times per person to ensure data saturation. The findings showed that all school directors demonstrated standard language and native speakerism ideologies formed earlier in their schooling experiences, especially in English classes. Regardless of positive or negative English learning experiences, they developed an entrenched belief that English should be taught by ‘native speakers.’ Yet, the decision to hire foreign national teachers was not simply influenced by their lived experiences and attitudes toward Global Englishes. Instead, it was affected by the school budget, the level of students, and parents’ expectations. Above all, one troubled concern materialized – hiring someone who looked ‘native.’ Implications were discussed moving forward when considering implementing the Global Englishes paradigm.

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“…A glance at the literature on GE shows that although there are a few research studies that discuss the way GE should be approached, these studies mainly concentrate on materials for GELT (e.g., Rose & Galloway, 2019), GE-curriculum content (e.g., Matsuda & Friedrich, 2011), GEconscious pedagogy (e.g., Ates et al, 2015;Baker, 2012;Bayyurt & Sifakis, 2015;Kirkpatrick, 2012), raising awareness about GE (e.g., Jindapitak et al, 2022;Kubota, 2001;, pupils' attitudes towards GE (Kubota, 2001) and the content of GE (e.g., Galloway & Rose, 2014. To be sure, there is a lack of research on the perspectives of teachers.…”

Section: Ge In L2 Pedagogymentioning

confidence: 99%

Unpacking Novice English Language Teachers’ Cognitions about Global Englishes Pedagogy: An Activity-Theoretic Analysis

Behzadpoor,

Mansouri

2023

TESL-EJ

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Within the last two decades, theorizing and research on language teaching and teachers have witnessed a fundamental shift of attention and orientation towards socio-cognitive aspects of teaching. This epistemic shift has been paralleled by the global reach of the English language, inspiring scholars to call for a paradigm shift in Applied Linguistics to drift away from Teaching English as a Foreign Language (TEFL) to Global Englishes (GE) Language Teaching (GELT). While the expanding body of the literature on GE pedagogy has focused on different aspects of this fundamental transformation, teachers’ voices and cognitions have been often neglected in such discussions, despite their being an important element involved in the process. Against this backdrop, and guided by an activity-theoretic perspective as its analytical framework, the present qualitative study explored two Iranian English as a Foreign Language (EFL) teachers’ cognitions about GE and GELT using semi-structured interview, stimulated recall protocol, and non-participant classroom observation. Despite differences in the cognitions of our participants regarding GELT, the results generally indicated that both teachers tended to prioritize the use of standard American or British English in their teaching practice, bearing testimony to the fact that there is still a theory-practice schism between disciplinary reality and folk reality when it comes to GE-related issues in the English language teaching (ELT) enterprise. Our analysis offers a depiction of the challenges related to introducing GELT into the curriculum. The results are deliberated in relation to the feasibility of GE-oriented pedagogy, questioning whether it is achievable or is merely an idealistic notion. Implications of the findings for second language teacher education are discussed in the end.

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Bringing Global Englishes to the ELT classroom: English language learners’ reflections

Cited by 16 publications

References 26 publications

Prospective English language teachers' understandings of global English language teaching

Prospective English language teachers' understandings of global English language teaching

Thai School Directors’ Lived Experiences and Attitudes Towards Global Englishes: Do They Impact Hiring Foreign National Teachers?

Unpacking Novice English Language Teachers’ Cognitions about Global Englishes Pedagogy: An Activity-Theoretic Analysis

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