Abstract
Cultural and economic globalization has considerably reinforced the use and spread of English as an international language across the world. In return, the learning and teaching of English in numerous local educational contexts has played a major role in making globalization (and its effects) possible. In this chapter, I view the dialectic of the global and the local as a complex, simultaneous, and constant interplay of homogenization and heterogenization, and convergence and divergence which repudiates the one-way flow from global to local. Resting upon the concept of glocalization, I suggest understanding the kaleidoscope of English Language Teaching (ELT) contexts as processual social, cultural, historical, and political constructions rather than essentialized, concretized, and static entities. This is an attempt to reconceptualize the ELT contexts as glocal spaces which are characterized by both global and local discourses and their dynamic interplay and mutual interpenetration. This reconceptualization can afford us the lens through which we can valorize the emergent glocal conditions in ELT practices and debunk the restrictive boundaries of dichotomous approaches. More specifically, glocalization can help gain further insights into the constructs of global ELT discourses and how they shape the possibilities of being, becoming, and knowing and impact the ways ELT professional negotiate identities, agency, and legitimacy in their glocal contexts.
Published Version
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