Abstract
In this chapter, we introduce the theoretical foundations of Global Englishes Language Teaching and highlight the implications for English language education in global contexts. We start our discussion with an introduction to the sociolinguistic trends in English language education and explore growing calls for pedagogical change from fields such as World Englishes, English as a Lingua Franca, English as an International Language, translanguaging, and the multilingual turn. Then, we present a set of proposals for change in English language teaching and outline a number of pedagogical models that have been introduced by TESOL researchers and researcher-practitioners. In conclusion, we provide a description of how these proposals can be operationalized into classroom practices in terms of Global Englishes curriculum innovation.
Published Version
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