Changing teacher learners’ language ideologies and pedagogical practices: an action research intervention in World Englishes

Hamid, M. Obaidul; Hoang, Ngoc T. H.; Nguyen, Trang Thi Thuy

doi:10.1080/13488678.2021.1914898

Cited by 5 publications

(3 citation statements)

References 46 publications

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“…However, these teacher education courses offered in the universities and deliberations held at the conferences, training, and workshops on national and international platforms were not accessible for most of the teachers in the context of Nepal. Since GEs assumes to prepare English language learners to be able to use English in a multilingual and diverse setting, training teachers on how to implement GEs in the class is a prerequisite (Hamid et al, 2021). Therefore, it seems significant to organize teacher training locally for the teachers of all levels, not necessarily constraining them in the university courses only.…”

Section: Discussionmentioning

confidence: 99%

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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Section: Discussionmentioning

confidence: 99%

Nepali English Teachers’ Perceptions Towards Global Englishes in ELT

Dhami¹

2022

TET

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“…Consequently, selecting a particular variety of English needs to be done carefully considering several aspects, such as whether the chosen variety meets students' communicative needs. Local varieties of English may serve the students' communicative needs more effectively than standard American and/or British English [31].…”

Section: Introductionmentioning

confidence: 99%

“…This phenomenon indicates that WE, EIL, and ELF as well as interculturality are closely entwined in EFL contexts. A series of studies and reviews on WE, EIL, and ELF have been conducted in the past few years [22], [25], [31], [33]- [36]. Most of those publications showcased how the introductions of WE, EIL, and ELF are empirically conducted and perceived by students and teachers in English classes in non-native English-speaking contexts.…”

Section: Introductionmentioning

confidence: 99%

Indonesian and Korean teachers’ awareness of interculturality and world Englishes

Lestiono,

Setyaningrum,

Gusdian

et al. 2024

EduLearn

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English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.

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‘My English reflects my identity': voices of public high school English teachers on Global Englishes in Nepal

Dhami

2023

Journal of Multilingual and Multicultural Development

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Changing teacher learners’ language ideologies and pedagogical practices: an action research intervention in World Englishes

Cited by 5 publications

References 46 publications

Nepali English Teachers’ Perceptions Towards Global Englishes in ELT

Nepali English Teachers’ Perceptions Towards Global Englishes in ELT

Indonesian and Korean teachers’ awareness of interculturality and world Englishes

‘My English reflects my identity': voices of public high school English teachers on Global Englishes in Nepal

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