Global Englishes language teaching: bottom‐up curriculum implementation

Galloway, N. and Numajiri, T. (2020) Global Englishes language teaching: bottom‐up curriculum implementation. TESOL Quarterly, 54(1), pp. 118-145. (doi: 10.1002/tesq.547)

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In today's globalised world, the needs of English language learners have changed, particularly those learning to use the English language as a lingua franca. Growing research showcasing the global use of English as a lingua franca (ELF), the creativity of ELF users, and the diverse ways in which they negotiate successful communication in multilingual encounters has numerous implications for the field of TESOL. This article reports on a study with preservice and in‐service TESOL practitioners taking a Global Englishes for Language Teaching (GELT) option course in a 1‐year Master's in TESOL programme at a Russell Group university in the United Kingdom. The study explores attitudes towards GELT but also towards the proposals for, and barriers to, curriculum innovation as well as factors influencing such attitudes. Interviews (n = 21) and questionnaires (n = 47) revealed that attitudes remain norm bound, yet the study revealed a positive orientation towards GELT and provided insights into the feasibility of GELT‐related curriculum innovation and teacher education syllabus design. The study calls for more research with preservice and in‐service TESOL practitioners at different stages of the innovation process to ensure successful and sustainable GELT curricular innovation.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Galloway, Dr Nicola
Authors: Galloway, N., and Numajiri, T.
College/School:College of Social Sciences > School of Education
Journal Name:TESOL Quarterly
ISSN (Online):1545-7249
Published Online:21 November 2019
Copyright Holders:Copyright © 2019 The Authors
First Published:First published in TESOL Quarterly 54(1):118-145
Publisher Policy:Reproduced under a Creative Commons Licence

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