Negotiating nativespeakerism in TESOL curriculum innovation

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Today, multilingualism, not monolingualism is the norm. In recent years, Global Englishes scholars have increasingly called for a paradigm shift away from native English speaking norms in English Language Teaching (ELT) (Galloway, 2017; Galloway and Rose, 2017; Rose and Galloway, 2019). However, curriculum innovation is a complex process and many potential ‘barriers’ have been identified. This chapter reports on data from a larger study (Rose and Galloway, 2019) with pre-and in-service TESOL practitioners’ on a one year postgraduate TESOL programme taking a Global Englishes option course. Online questionnaires (n=41) and interviews (n=21) at the start and end of the course and 6 post-course focus groups (n=27) were re-analysed to examine the influence of education policy on attitudes towards incorporating a GELT perspective into the ELT context. When discussing the feasibility of introducing GELT in their teaching and/or learning context, one of the main barriers listed were monolingual policies present in ELT in these contexts. This chapter explores this potential ‘barrier’ to curriculum innovation.
Original languageEnglish
Title of host publicationPedagogies
EditorsYasemin Bayyurt
PublisherBloomsbury Academic
Edition1st
ISBN (Electronic)9781350065901, 9781350065895
ISBN (Print)9781350072022
Publication statusAccepted/In press - 31 Jan 2019

Publication series

NameBloomsbury World Englishes
PublisherBloomsbury Academic
Volume3

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