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.
|Title of host publication||Pedagogies|
|ISBN (Electronic)||9781350065901, 9781350065895|
|Publication status||Accepted/In press - 31 Jan 2019|
|Name||Bloomsbury World Englishes|