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

Cameron, A. and Galloway, N. (2019) Local thoughts on global ideas: pre- and in-service TESOL practitioners’ attitudes to the pedagogical implications of the globalization of English. RELC Journal, 50(1), pp. 149-163. (doi: 10.1177/0033688218822853)

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Abstract

With the globalization 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) (Galloway & Rose, 2015; Rose & Galloway, 2019), which aims to make TESOL classrooms more reflective of learners’ needs in today’s globalized 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 Russell Group university in the UK 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.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Galloway, Dr Nicola
Authors: Cameron, A., and Galloway, N.
College/School:College of Social Sciences > School of Education
Journal Name:RELC Journal
Publisher:SAGE
ISSN:0033-6882
ISSN (Online):1745-526X
Published Online:01 February 2019
Copyright Holders:Copyright © 2019 The Authors
First Published:First published in RELC Journal
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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