Global TESOL for the 21st Century

Rose, Heath; Syrbe, Mona; Montakantiwong, Anuchaya; Funada, Natsuno

doi:10.21832/9781788928199

Cited by 12 publications

(6 citation statements)

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“…The importance of implementing a GE-informed curriculum and pedagogy has been discussed in previous studies (Fang and Widodo, 2019;Rose and Galloway, 2019;Rose et al, 2020). These studies have shown that teachers are key stakeholders, as they are driving forces in implementing GE into their teaching, thus reinforcing a GE-informed pedagogy.…”

Section: Introductionmentioning

confidence: 93%

“…Teacher cognition refers to "what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom" (Borg, 2003, p. 81). From a broader perspective, teacher cognition includes teachers' knowledge, beliefs, conceptions, and attitudes (Rose et al, 2020). Teachers' beliefs are usually shaped by their prior experiences, especially those related to their own learning experiences.…”

Section: Teacher Cognition Of Global Englishes In Teacher Educationmentioning

confidence: 99%

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Global Englishes and Teacher Education: Present Cases and Future Directions

Chen

Fang

2021

RELC Journal

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The spread of English as a global language has led to discussions and debates about English language teaching and whether language teacher education should prepare pre- and in-service teachers to teach English from the global Englishes (GE) perspective. This thematic review first addresses the need to move from traditional assumptions about native speakerism in language teaching and then links it to individual cognition in GE-informed teacher education. The review then presents cases of GE teacher education in various contexts and addresses challenges in and future directions for GE-aware teacher education. The implications for GE language teacher education from the perspectives of “looking inward,” “looking around,” and “looking forward” are discussed at the end of this review.

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Section: Introductionmentioning

confidence: 93%

Section: Teacher Cognition Of Global Englishes In Teacher Educationmentioning

confidence: 99%

Global Englishes and Teacher Education: Present Cases and Future Directions

Chen

Fang

2021

RELC Journal

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“…Over the years, different concepts such as WEs, English as a lingua franca (ELF), GEs, and English as an international language (EIL) have been used and explored to capture the spread of English as a global language in applied linguistics. Albeit these paradigms appeared with somewhat distinct emphasis from the research, they all share more common assumptions than differences about the use of the English language (Rose et al, 2020). For example, they all position English as a universally possessed language with plurality and diversity of its uses and users.…”

Section: Introductionmentioning

confidence: 98%

Nepali English Teachers’ Perceptions Towards Global Englishes in ELT

Dhami¹

2022

TET

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Traditional English language teaching (ELT) goals have been questioned by advocating Global Englishes language teaching (GELT). To execute GELT, understanding English languageteachers’ perceptions toward Global Englishes (GEs) is imperative as teachers’ beliefs determine pedagogical practices. Although numerous studies have explored English languageteachers' perceptions of GEs around the globe, there is a dearth of empirical research in Nepal. Thus, this study explores the perceptions of Nepali English languageteachers towards GEs in ELT. Employing a purposive sampling method, 25 Nepali English languageteachers in Nepal were interviewed, using semi-structured interviews. The interviews were transcribed verbatim, and transcriptions were coded using (van Manen, 2016) to generate themes and to interpret data. Results indicated that the teachers were aware of an emergence of GEs and considered the use of GEs in ELT beneficial. They also admitted that the exposure to GEs provides English language learners with exposure for communicating with the users of varieties of English in this multilingual and multicultural world. Furthermore, the participants anticipated attending GE-inclusive teacher professional development (TPD) such as conferences, workshops, and GE-aware online courses. Highlighting the necessity of GE-informed TPD programs for teachers, the participants also aspired to be involved in GE-inclusive deliberations on the topics such as the emergence of new Englishes, GE-oriented workshops, and talk shows on the use of GEs in ELT.

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“…As a result, there has been a shift in focus towards developing these skills in the education system, with textbooks being one of the key resources used to achieve this goal. The integration of 21st century skills into textbooks reflects the changing nature of our globalized, interconnected world (Rose et al, 2020). Proficiency in English communication has become a fundamental skill for individuals across various domains, and English language textbooks play a critical role in the development of this skill.…”

Section: Introductionmentioning

confidence: 99%

Multimodal Content Analysis of 21st Century Skills in an English Textbook

Murtadho,

Eryansyah,

Silvhiany

2024

ERJEE

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English textbooks are a valuable tool for promoting the development of 21st century skills. Meanwhile, multimodal texts in textbooks are employed by authors to convey meaning through verbal and visual modes, thus necessitating the adoption of multimodal analysis as the most efficacious method for its elucidation. Regrettably, there exists a dearth of literature concerning the application of this approach for analyzing textbooks. To fill this gap, the study examined 21st century skills in an English textbook. This study used content analysis with multimodal social semiotic approach. The subject of the study was an English textbook “English for Nusantara” for the seventh-grade students. The result shown that critical thinking and problem-solving skill was the most frequent type. However, the study did not find any mention of media literacy, and there were only a few instances of economic literacy and global awareness. It is suggested that future revisions should include them. Moreover, English teachers are urged to actively participate in the process of textbook selection and augment the instructional materials with supplementary resources to mitigate any inadequacies of the textbook.

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Global TESOL for the 21st Century

Cited by 12 publications

References 0 publications

Global Englishes and Teacher Education: Present Cases and Future Directions

Global Englishes and Teacher Education: Present Cases and Future Directions

Nepali English Teachers’ Perceptions Towards Global Englishes in ELT

Multimodal Content Analysis of 21st Century Skills in an English Textbook

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