Abstract
This multiple-case study is framed within the Global Englishes Language Teaching (GELT) paradigm, calling for a break from standard English norms in teacher education. Though relevant literature underscores the positive influence of GELT-focused teacher training on teachers’ perceptions, classroom applications remain underexplored. Thus, this study explored the long-term impact of a GELT course on teachers’ instructional practices along with enablers and challenges of Global Englishes practices in diverse settings. The findings show that teachers’ practices became more inclusive linguistically and culturally, offering insights for teachers and teacher educators keen to integrate GELT-informed strategies into their practices.
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