Abstract
This text discusses the locus of English in globalisation discourses. Assuming that languages constitute discursive formations informing ways of knowing, discourses of English as a global language (EGL) are positioned in relation to teaching English as a foreign language in the glocal scene. We draw on post‐colonial theories and critical education, treating languages as social practices and conceiving of teaching EGL as a privileged context for discursive agency, especially when discourses of global English are critically engaged with through dialogue and conceptual questioning. We present a post‐method suggestion of procedures to promote conceptual questioning through construction of open spaces.
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