Teacher professional development to implement Global Englishes language teaching

Prabjandee, Denchai

doi:10.1080/13488678.2019.1624931

Cited by 47 publications

(29 citation statements)

References 20 publications

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“…Two (Cameron & Galloway, 2019; Galloway & Numajiri, 2020) were conducted with pre- and in-service teachers (mostly pre-service) on a UK-based master's programme and the other two Anglophone studies (Ates, Eslami, & Wright, 2015; Eslami, Moody, & Pashmforoosh, 2019) were conducted in the US, responding to the changing demographics in native English-speaking classrooms as a result of increased migration. The only other contexts included in this group are Italy (Vettorel & Corrizzato, 2016), Indonesia (Zacharias, 2016), Korea (Love, 2013), Thailand (Prabjandee, 2020), and Turkey (Sifakis & Bayyurt, 2015; Biricik Deniz, Özkan, & Bayyurt, 2020). The lack of research in other regions of the globe is significant.…”

Section: What Global Englishes Innovations Have Been Trialled and Reported In Lte Research?mentioning

confidence: 99%

Global Englishes and language teaching: A review of pedagogical research

2020

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The rise of English as a global language has led scholars to call for a paradigm shift in the field of English language teaching (ELT) to match the new sociolinguistic landscape of the twenty-first century. In recent years a considerable amount of classroom-based research and language teacher education (LTE) research has emerged to investigate these proposals in practice. This paper outlines key proposals for change in language teaching from the related fields of World Englishes (WE), English as a lingua franca (ELF), English as an international language (EIL), and Global Englishes, and critically reviews the growing body of pedagogical research conducted within these domains. Adopting the methodology of a systematic review, 58 empirical articles published between 2010 and 2020 were shortlisted, of which 38 were given an in-depth critical review and contextualized within a wider body of literature. Synthesis of classroom research suggests a current lack of longitudinal designs, an underuse of direct measures to explore the effects of classroom interventions, and under-representation of contexts outside of university language classrooms. Synthesis of teacher education research suggests future studies need to adopt more robust methodological designs which measure the effects of Global Englishes content on teacher beliefs and pedagogical practices both before and throughout the programme, and after teachers return to the classroom.

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Section: What Global Englishes Innovations Have Been Trialled and Reported In Lte Research?mentioning

confidence: 99%

Global Englishes and language teaching: A review of pedagogical research

2020

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“…The fact that there are World Englishes out there makes it relevant to pedagogy (Sung, 2016). Learners should be exposed to different English accents in order to prepare them for the sociolinguistic reality outside the classrooms (Prabjandee, 2020;Sung, 2006). Many researchers have attempted to implement World Englishes in the classrooms (e.g., Ates, Eslami, & Wright, 2015;Baik & Shim, 2002;Eslami, Moody, &Pashmforoosh, 2019;Solmaz, 2020); however, it is observed that most studies focused on undergraduate learners.…”

Section: Statement Of the Problemsmentioning

confidence: 99%

“…As a result, there should be more research on how to incorporate World Englishes into classrooms, especially for elementary school learners. The integration of World Englishes in the classroom is beneficial for the learners because it may help learners become aware of the diverse nature of English and it prepares them for the messy world of English users (Prabjandee, 2020).…”

Section: Statement Of the Problemsmentioning

confidence: 99%

“…Additionally, even though English has been taught in Thailand for more than a century, yet prior research has demonstrated that many English teachers reported using only the native English norm in the classrooms (Phongsirikul, 2017;Prabjandee, 2020). For example, Phongsirikul (2017) demonstrated that many Thai teachers learned English in the 20 th century, and they have to teach English in the 21 st century.…”

Section: Statement Of the Problemsmentioning

confidence: 99%

“…This means that the English language they learned has already been changed its role and statuses. As a result, exposing learners to native speaker English accents only is problematic because it does not prepare learners for the messy world of English users, where they have to interact with more than native speakers, and it may create false perception that English has a single form (Matsuda, 2003;Prabjandee, 2020). Based on these problems, it is important to start raising awareness for younger learners to understand the plurientricity of English and to have positive attitudes toward learning English.…”

Section: Statement Of the Problemsmentioning

confidence: 99%

See 2 more Smart Citations

Introducing World Englishes Accents to Elementary School Learners

2020

JEP

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Exposing learners to various accents is important in the age of globalization since it prepares learners to communicate with sociolinguistic reality outside the classroom. This research aimed to investigate the effects of teaching World Englishes accents on learners' intelligibility and attitudes towards learning English. The study was conducted at a private elementary school in Chonburi province, Thailand. The participants were 34 elementary school learners, who enrolled in the English club. The study used a mixed-methods approach to guide the data collection and analysis. Three World Englishes accents were included in the instruction (English, Filipino and Chinese) because they were the accents available outside the classrooms. After the instruction, the learners were interviewed to explore their attitudes toward learning English. The findings indicated that the learners' intelligibility score after receiving the accent instruction was significantly higher than before the instruction. The interview also indicated the learners reported having positive attitudes toward learning English and the World Englishes accents.

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What's in the Syllabus? Deconstructing Global Englishes Course Syllabi

Selvi

2023

TESOL Quarterly

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Despite the recent proliferation of Global Englishes courses both quantitatively (in terms of the number of programs offered worldwide) and qualitatively (in various sizes, forms, modes, and modalities), large‐scale systematic investigations across various contexts are conspicuously underrepresented within the existing body of literature. Departing from this foundational premise, the current study seeks to address this gap through an exploratory content analysis of Global Englishes course syllabi (n = 104) offered within English, TESOL, or applied linguistics programs situated in diverse geographical settings. Positioning course syllabi as a primary data source and deconstructing them with a critical interpretative lens offer powerful insights into teacher educators' positionality of Global Englishes and the pedagogical parameters that shape their instructional decisions. Research results indicated that the courses within the dataset predominantly positioned Global Englishes in terms of its globalinguistic status, geospatial variation, and the heterogeneity characterizing its uses and users. Furthermore, the pedagogical goals of these courses primarily gravitated toward the cultivation of lower‐order thinking skills mainly through scholarship emanating from the Global North and were assessed by written assignments, examinations, and oral presentations. The apparent gap in pedagogical content, practices, and experiences needed to cultivate a robust professional knowledge base centered on Global Englishes suggests that these courses, as currently structured, run the risk of being perceived merely as “politically correct”, tokenistic and trivialized additions “about” and not “for” Global Englishes.

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Teacher professional development to implement Global Englishes language teaching

Cited by 47 publications

References 20 publications

Global Englishes and language teaching: A review of pedagogical research

Global Englishes and language teaching: A review of pedagogical research

Introducing World Englishes Accents to Elementary School Learners

What's in the Syllabus? Deconstructing Global Englishes Course Syllabi

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