A National Webinar Organized by Universitas Harapan Bangsa

Navigating the New Paradigm of Teaching and Empowering Educators with Education 5.0 Teaching Skills

Global Englishes Language Teaching (GELT):

Raising GE awareness and preparing learners to use English as a global lingua
franca

Dr. Dery Agustin

PhD in Education (TESOL), Monash University, Australia

Lecturer in English Language Education, Universitas PGRI Yogyakarta

Thursday, 1st August 2024

 The English as a foreign language (EFL)
perspective

Global spread of English and changing

sociolinguistic realities of the language

Presentati The Global Englishes (GE) paradigm: What is it?

on outline
Global Englishes Language Teaching: Proposals
for change to ELT practice

Challenges faced by teachers and teacher

educators

1
 EFL and ESL perspectives are based on the monocentric paradigm
(i.e., a paradigm grounded in ‘native’-speaker ideology or ‘native’-
speaker [‘NS’ norms), focusing on the teaching of a certain native
variety of English (Zein, 2020) such as
The  Standard British English
English as  Standard American English

a foreign favourably using English only as the medium of instruction.

language
Ideologies often associated with ‘NS’ norms
(EFL) - native-speakerism,
perspectiv - standard language ideology, and
e - monolingualism

2
 Native-speakerism
 “a pervasive ideology within ELT, characterized by the belief that ‘native-
speaker’ teachers represent a ‘Western culture’ from which spring the
ideals both of the English language and of English language teaching
methodology” (Holliday, 2006, p. 385)

The Standard language ideology

English as  “People believe that there is a ‘right’ way of using English” (Milroy &

a foreign Milroy, 2000, p. 25)

What is referred to as Standard English is actually

language  “a bias toward an abstracted, idealized, homogenous spoken language
(EFL) which is imposed and maintained by dominant bloc institutions and
which names as its model the written language, but which is drawn

perspectiv primarily from the spoken language of the upper middle class” (Lippi-
Green, 2012, p. 67).

e
Monolingualism
 “the widely held assumption that excluding students’ primary languages
from the classroom is the most efficient route to English proficiency”
(Tollefson, 2007, p. 27)
 The idea of teaching English through English or English-only instruction 3
 Does the EFL perspective underpinned by
‘NS’-oriented ideologies reflect current
sociolinguistic landscape of English?
The
English as  Jayanti and Norahmi (2014): The EFL perspective is (monocentric
and thus) incompatible with pluricentric views of English.
a foreign
language  Fang and Widodo (2019): The EFL perspective does not align
with the current linguistic landscape of English as a global
(EFL) language.

perspectiv
e  Zein (2020): We need to revisit the EFL perspective.

4
 EFL: Long-standing issues driven by ‘NS’-
oriented ideologies

The Inequalities between and among speakers of English

English as
a foreign  The privilege of being ‘native’-English speakers (NESs) and
‘native’-English-speaking teachers (NESTs) (Widodo, Fang, &
language Elyas, 2020)

(EFL)  Marginalization of ‘non-native’ English speakers (NNESs) and

perspectiv ‘non-native’ English-speaking teachers (NNESTs) (Widodo, Fang,
& Elyas, 2020)
e

5
 Examples of the privilege of being NESs and
NESTs

The
English as
a foreign
language
(EFL)
perspectiv
e

6
 Global spread of English: The four channels

Global
spread of
English and
changing
sociolinguis
tic realities
of the
language

Source: Galloway and Rose (2015, p. 14)

7
 Let’s look around and think of this question:
Is idealization of NESs and NESTs still relevant in an increasingly
globalized world?

Global
spread of NNESs (English-Lx speakers) constitute the
English and majority
changing
sociolinguis  NNESs have outnumbered NESs (Galloway, 2017; Widodo, Fang,
& Elyas, 2020).
tic realities
of the  “The majority of English speakers today have learnt the
language language in addition to their existing linguistic repertoire, which
has had a major impact on English itself” (Galloway & Rose,
2018, p. 3)

8
 NNESs (English-Lx speakers) constitute the
majority

Global
spread of
English and
changing
sociolinguis
tic realities
of the
language
Source:
Rose (2023,
12:25)

Approximately 80% of all communication in English as a second or

foreign language occurs without the involvement of NESs
(Barančicová & Zerzová, 2015). 9
 Use of English as a global lingua franca
(ELF)
Global
 Pervasive uses of English by multilingual and multicultural
spread of speakers of English (Boonsuk, Ambele, & McKinley, 2021)
English and
changing  With globalization, “for many today, real and authentic use of
English is as a lingua franca with speakers from diverse lingua-
sociolinguis cultural backgrounds” (Galloway & Numajiri, 2019, p. 2).

tic realities
 ELF is used in diverse and dynamic settings (Galloway, 2017)
of the
language  Widespread uses of ELF (Sung, 2014) have drastically changed
sociolinguistic landscape of English (Galloway & Rose, 2014).

10
 ELF: How successful communications are
achieved

“communication can be successful without conforming to so-

called ‘native English-speaking norms’ (Galloway & Rose, 2018, p.
Global 3)

spread of
English and Uses of multilingual repertoire
 “English speakers make use of their multilingual repertoires and
changing use various pragmatic strategies such as repetition,
paraphrasing, and code-switching to achieve successful
sociolinguis communication” (Galloway & Rose, 2014, 387).
tic realities
of the Negotiation of meaning
 “In global communicative contexts, each user of English
language engages in a negotiation of meaning with other English users
who may come from linguistically and culturally different
backgrounds” (Fang & Widodo, 2019, p. 2)

Negotiation of intelligibility and co-construction of norms

(Galloway, 2017) 11
 Global ownership of English

Global  “English has been so differently adopted and adapted in various

contexts that it is no longer viewed from a monolithic and
spread of unified perspective, and it is no longer owned merely by its
native speakers” (Fang & Widodo, 2019, p. 2)
English and
changing
sociolinguis
tic realities
of the
language

12
 Orientations or approximations to NSs’
norm: Are they still relevant?
Global
spread of  “Needs remain diverse, of course, and, for some, “native”
English norms may be relevant. However, for the majority, the
English and target interlocutor will not be a native English speaker”
(Galloway & Numajiri, 2019, 2).
changing
sociolinguis  Needs of English learners and goals of ELT have changed
(Galloway & Rose, 2018)
tic realities
of the  We need to make sure that our classroom reflects how English is
language currently used in real-world settings (Galloway, 2017).

13
We need to view ELT from a new paradigm and reconceptualize the ‘E’ in ELT.

A paradigmatic shift:
Moving from a traditional (i.e., a ‘native’-
oriented) to a more globalized and
inclusive view on ELT

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 Global Englishes
An inclusive paradigm that considers the linguistic, sociolinguistic and sociocultural
diversity and fluidity of uses of English and users of English in global communication
settings (Selvi & Yazan, 2021)

The Global Galloway (2017): GE is an umbrella term that covers diverse, but overlapping, fields
of

Englishes
(GE)
paradigm:

What is it?

Source: Galloway (2017, p. 4)

15
 The GE paradigm: The underlying ideology
of WE, ELF, EIL, and translanguaging

While focusing on different aspects of English, they are similar in

The Global that they

Englishes - view English as plural (e.g., Englishes)

- focus on uses of English by NNESs (English-Lx speakers, i.e.,
(GE) those who speak English in addition to their first language)

paradigm: - promote global ownership of English

- inform sociolinguistic challenges of English within an
increasingly globalized setting
What is it? - have implications for ELT
(Rose, 2023)

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 What are the implications for ELT?

Pedagogical frameworks built upon WE, ELF, EIL

The Global  WE-informed ELT (e.g.,Matsuda, 2020)

Englishes
(GE)  ELF-aware pedagogy (e.g., Bayyurt & Sifakis, 2015)

paradigm:
 EIL pedagogy (e.g., McKay, 2002; Alsagoff, McKay, & Hu, 2012;
Matsuda, 2017), and
What is it?
 Global Englishes Language Teaching (e.g., Galloway, 2017).

(Selvi & Yazan, 2021)

17
 ELT and GELT

Global
Englishes
Language
Teaching
(GELT):

Proposals for
change to
ELT practice

Source: Galloway (2017, p. 15)

18
 “linguistic, cultural and functional diversity associated with
English today challenges some of the fundamental assumptions of
English language teaching (ELT) and requires that we revisit our
Global pedagogical practices” (Matsuda & Friedrich, 2011, p. 17).

Englishes
Language Six main themes
Teaching  increase World Englishes and ELF exposure in language

(GELT): curricula
 emphasise respect for multilingualism in ELT
 raise awareness of Global Englishes in ELT
Proposals for  raise awareness of ELF strategies in language curricula
change to  emphasise respect for diverse culture and identity in ELT
ELT practice  change English teacher hiring practices.
(Galloway, 2017, p. xiii)

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 Point no. 1 & 3 of the proposasl for change to ELT
practice
1. Increase World Englishes and ELF exposure in language
curricula
Global 3. Raise awareness of Global Englishes in ELT
Englishes
Language
Teaching
Let’s introduce not only ‘native’ but also ‘non-native’ varieties of
(GELT): English.

Proposals for What can we (teacher educators) do? Many. Perhaps we

can start by
change to 1. Including GE-related courses at English language teacher
ELT practice education programs
2. Integrating GE-related activities or innovations in English
language education courses.

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 1. GE-related courses at English language
teacher education programs
Global
Example 1: Fang and Ren (2018)
Englishes
Language  Name of the course: English as a World Language
Teaching
(GELT):  Purpose of the course:
- examining the extent to which the course shape the
students’ attitudes
Proposals for towards their own English (Chinese-accented English)
change to - examining the students’ attitudes towards GE after
completing the course
ELT practice

21
 English as a World Language: The course content

Global
Englishes
Language
Teaching
(GELT):

Proposals for
change to
ELT practice

Source: Fang and Ren (2018, p. 393) 22

 1. GE-related courses at English language
teacher education programs
Global
Englishes Example 2: Boonsuk, Ambele, & McKinley (2021)

Language  Name of the course: Global Englishes

 Methods: used semi-structured interviews and weekly reflective
Teaching journals to collect data on the students’ perceptions of and
(GELT): attitudes towards GE before and after the course
 Findings: Before the course, students regarded American and
British English as the only internationally acceptable varieties of
English and associated dissatisfaction and depreciation with
Proposals for ‘non-native’ varieties.
change to  Findings: After the course, students demonstrated increased
tolerance for diversity of English.
ELT practice

23
 GE-related courses/modules offered at universities
worldwide

Global
Englishes
Language
Teaching
(GELT):

Proposals for Source: Galloway and Numajiri (2020, pp. 10-11)

change to
ELT practice

24
 2. Integration of GE-related activities or
innovations in English language education
courses
Galloway and Rose (2018)

Global  attempted to raise students’ GE awareness through a presentation task that

required students’ deep engagement with one certain regional variety of English,
Englishes a variety of their choice (e.g., Japanese English, New Zealand English, Egyptian
English, Malaysian English, Patois, and so on)
Language  The task was given in an English for Academic Purposes (EAP) course with
GE components
Teaching
(GELT):

Proposals for
change to
ELT practice

Source: Galloway and Rose (2018, p. 7) 25

 2. Integration of GE-related activities or
innovations in English language education
courses
Global
Englishes Other activities or innovations include
 A nine-week GE awareness-raising program aimed at developing
Language students’ awareness of diversity of Englishes through a series of
Teaching tasks (Jindapitak, Teo, & Savski, 2022)

(GELT):  A Short-Term Study Abroad (STSA) program that exposed

students to other international students in lingua-culturally
diverse settings (Humphreys, 2022)
Proposals for
change to  A five-week Critical Extracurricular Project (CEP) aimed at
ELT practice investigating students’ attitudinal changes towards varieties of
English (Lee, 2018)

 Use of listening journals as a pedagogical task to introduce

students to diversity of English (Galloway & Rose, 2014) 26
 For a comprehensive review on pedagogical research conducted
between 2010 and 2020, read the following article.

Global
Englishes
Language
Teaching
(GELT):

Proposals for
change to
ELT practice

27
 For more practical activities informed by the GE paradigm,
read this book.

Global
Englishes
Language
Teaching
(GELT):

Proposals for
change to
ELT practice

28
 The dominance of native-speakerism and standard
language ideology in ELT
 “One of the barriers to instigating this paradigm shift (see
Galloway & Rose, 2015 for an overview of the various
constraints) relates to the dominance of standard language
ideology (Lippi-Green, 1997) and native-speakerism (Holiday,
Challenges 2015) in ELT, both of which perpetuate positive attitudes
towards ‘native’ English, in general and in relation to ELT”
Faced by (Galloway, 2017, p. xiv)

Teachers
and Prevalence of monolingualism
 “Multilingualism may be the norm, but in English Language
Teacher Teaching (ELT) a monolingual myth prevails” (Galloway, 2017, p.
x)
Educators
Lack of GE-oriented ELT materials (Galloway & Rose, 2018)

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  Alsagoff, L., McKay, S. L., Hu, G., & Renandya, W. A. (eds.). (2012). Principles and practices for teaching English as an
International Language. Routledge. https://doi.org/10.21832/ 9781847697042

 Bayyurt,Y. & Sifakis, N. C. (2015). Developing an ELF-aware pedagogy: Insights from a self- education programme. In
P.Vettorel (ed.), New frontiers in teaching and learning English (pp. 55–76). Cambridge Scholars Publishing.

 Barančicová, J., Zerzová, J. (2015). English as a lingua franca used at international meetings. Journal of Language and
Cultural Education, 3(3), 30-51. DOI: 10.1515/jolace-2015-0018

 Boonsuk, Y., Ambele, E. A., and McKinley, J. (2021). Developing awareness of Global Englishes: Moving away from
‘native standards’ for Thai university ELT. System, 99, 1-11. https://doi.org/10.1016/j.system.2021.102511

 Fang, F., and Ren, W. (2018). Developing students’ awareness of Global Englishes. ELT Journal, 72(4), 384-394.
https://doi.org/10.1093/elt/ccy012

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pedagogy and assessment. Multilingual Matters.

s
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 Galloway, N., and Rose, H. (2014). Using listening journals to raise awareness of Global Englishes in ELT. ELT Journal,
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