Local thoughts on global ideas: Pre- and in-service TESOL practitioners’ attitudes to the pedagogical implications of the globalization of English

Drew Cameron, Nicola Galloway

Research output: Contribution to journalArticlepeer-review

Abstract

With the globalisation of the English language, Global Englishes (GE) is a growing research paradigm with numerous pedagogical implications for those learning and teaching English. The study reported here provides insights on pre- and in-service Teaching English to Speakers of Other Languages (TESOL) practitioners’ perceptions of Global Englishes Language Teaching (GELT) (Author2, xxx; xxx), which aims to make TESOL classrooms more reflective of learners’ needs in today’s globalised world, where multilingualism is the norm and English functions as a lingua franca. Interviews (n=5) with those taking a GE course on an MSc
TESOL programme at a UK Russell Group university were triangulated with a survey among the wider programme (n=66). The study reveals that curriculum innovation is complex, particularly when it requires a conceptual transition, and practitioners need time and support to implement change. Furthermore, it was clarified that GE has made little headway into ‘traditional’ TESOL classrooms, which remains biased towards ‘native’ English norms.
Original languageEnglish
Pages (from-to)149-163
Number of pages25
JournalRELC Journal
Volume50
Issue number1
Early online date1 Feb 2019
DOIs
Publication statusPublished - 1 Apr 2019

Keywords

  • Global Englishes
  • English Education
  • English Teacher Education
  • globalization
  • English as a Lingua

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