Global Englishes and language teaching: a review of pedagogical research

Rose, H., McKinley, J. and Galloway, N. (2021) Global Englishes and language teaching: a review of pedagogical research. Language Teaching, 54(2), pp. 157-189. (doi: 10.1017/S0261444820000518)

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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 to match the new sociolinguistic landscape of the 21st century. In recent years a considerable amount of classroom-based research and language teacher education 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, English as a lingua franca, English as an International Language, 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 2010-2020 were short-listed, 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 program, and after teachers return to the classroom.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Galloway, Dr Nicola
Authors: Rose, H., McKinley, J., and Galloway, N.
College/School:College of Social Sciences > School of Education
Journal Name:Language Teaching
Publisher:Cambridge University Press
ISSN (Online):1475-3049
Published Online:09 November 2020
Copyright Holders:Copyright © 2020 The Authors
First Published:First published in Language Teaching 54(2): 157-189
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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