Abstract
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.
Highlights
In today’s globalised world, the needs of English language learners have changed, those learning to use the English language as a lingua franca
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
To encourage bottom-up innovation, we report on a study conducted with preservice and in-service TESOL practitioners, those who will be involved in the innovation process—the receivers of the innovation
Summary
In today’s globalised world, the needs of English language learners have changed, those learning to use the English language as a lingua franca. 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 In order to contribute to a bottom-up and context-sensitive approach to curriculum innovation, we examined pre- and in-service practitioner attitudes towards the very proposals being put forward for pedagogical change in the Global Englishes literature as well as the factors influencing these attitudes to gain an in-depth understanding of what moulds their attitudes. Our exploration of the barriers to change identified in the literature aimed to provide a contextualised understanding of what this new paradigm shift may entail in order to shed light on the Global Englishes for Language Teaching (GELT) curriculum innovation process
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