This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers’ knowledge base—their specialized knowledge, skills, competencies, and commitments—vis-à-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.
Table of Contents
Foreword (Aya Matsuda) In Memoriam of Professor Farzad Sharifian (James F. D’Angelo, Nobuyuki Hino, & Marc Zhichang Xu) Introduction: Integrating Global Englishes in Language Teacher Education Practices (Ali Fuad Selvi & Bedrettin Yazan) PART I. The Global Spread of English and Global Englishes Language Teaching Pedagogy 1.1. The Global Spread of English and Global Englishes Language Teaching (Nicola Galloway & Heath Rose) 1.2. Enhancing Global Englishes Awareness among Pre-service Language Teachers through Audio/Video-Based Resources (Ali Karakaş) 1.3. Listening as a Gateway to Criticality in/for Global Englishes (Ana Raquel Fialho Ferreira Campos & Marcia Regina Pawlas Carazzai) 1.4. Rethinking Standards and Goals in Global Englishes Language Teacher Education (Andrew Blair) 1.5. A Professional Development Program for Chinese EFL Teachers: A Global Englishes Language Teaching Framework (Reza Farzi, Gloria Romero & Douglas Fleming) 1.6. Developing Teachers’ Global Englishes Awareness through Active Learning Activities: Insights from a Thai University Context (Eric A. Ambele & Yusop Boonsuk) 1.7. Developing Teachers’ Critical Awareness through Dialogic E-Reflections (Fiona Willans) 1.8. "We Were Willing to Try Again and Make it Understandable for both Parties": Working across Geographical Borders to Dispel Language Misconceptions (Indu Vibha Meddegama & Yuan Qian) 1.9. Engaging with Global Englishes through Collaborative Online International Learning (COIL) (Mihiri Jansz & Brooke R. Schreiber) 1.10. Encouraging Teacher Educators to Investigate Teachers’ Attitudes Towards Global Englishes: Focusing on a Research Instrument (Natsuno Funada) PART II. Language Teaching Methods and Instructional Materials in Global Englishes 2.1. Language Teaching Methods and Instructional Materials in Global Englishes (Yasemin Bayyurt & Ali Fuad Selvi) 2.2. Using Global Englishes Materials in Pre-Service Teacher Education (Deniz Şallı-Çopur) 2.3. De-mystifying Global Englishes for Pre-service English Teachers (Dilek İnal) 2.4. Explicit, Implicit or Both? Novel Ways of ELF Integration into Global Englishes Language Teaching (Elif Kemaloglu-Er) 2.5. Enhancing Teachers’ Awareness of Global Englishes using the Oxford English Dictionary (Hyejeong Ahn, Danica Salazar & Sophia Khan) 2.6. Graduate Teaching Assistant Education for Global English Ecosystems (Mackenzie Bristow & Mike Lehman) 2.7. Navigating Local Cultures and Languages: Developing Expertise in Multilingual GE Classrooms through Trilingual Vocabulary Activities (Michol Miller & Dustin Crowther) 2.8. Fostering Teachers’ Awareness of Global Englishes in Primary Teacher Education in Italy (Paola Vettorel) 2.9 A Plurilithic Approach to English for Academic Purposes (EAP) Writing Instruction: Insights from English as a Lingua Franca (ELF) Research (Selahattin Yılmaz) PART III. Transculturality and Identity in Global Englishes 3.1. Global Englishes and Teaching Culture (Ryuko Kubota) 3.2. What's in a Name? A Discussion of the Linguistic Implications for the Student-Teacher Relationship in the EFL Classroom (Alex Baratta) 3.3. Promoting Culture and Identity through Local Action Plans for Additive Multilingualism (April Salerno & Elena Andrei) 3.4. Find Someone Who: Reflecting on Language, Culture, and Identity in English Language Use (Gareth Humphreys) 3.5. Whose Culture(s) Are We Teaching in Class: Good English Language Teachers in a Globalized World (Hao Wang & Mingfa Yao) 3.6. Reflections on a Language Teacher Identity Module in a Global Englishes Context: The Case of an MA program in Argentina (Lía D. Kamhi-Stein & Fabiana Sacchi) 3.7. Diverging from the Native Speaker Framework: A Listening and Speaking Lesson with Different Varieties of English Across Cultures (Özge Güney) 3.8. Navigating Linguistic and Cultural Identities: (Re)Positioning Oneself Through Critical Awareness (Roxanna M. Senyshyn) PART IV. Language Assessment in Global Englishes 4.1. Language Assessment in Global Englishes (Guangwei Hu) 4.2. Exposure: Cutting Your Feet to Fit the Shoes (Shen Chen & Helena Sit) 4.3. Critical Awareness: Making Shoes for Your Own Feet (Shen Chen & Helena Sit) 4.4. Action Plan: Changing the Door Keepers (Shen Chen & Helena Sit) 4.5. Language Assessment in Global Englishes: Self-Reflective Analysis of Assessment Plans and Practices (Yunjung Nam & Eric Friginal) 4.6. Writing Assessment through a Global Englishes Lens (Eduardo H. Diniz de Figueiredo) PART V. Curriculum Development in Global Englishes 5.1. Curriculum Development in Global Englishes (Roby Marlina) 5.2. Phonology as a tool for Global Englishes Language Teacher Education (Hyeseung Jeong) 5.3. Examining Global Englishes and the Decolonization of English Language Teaching in a Post-Colonial Context (Sarina Chugani Molina) 6. Conclusion. A Truly Impactful Volume (James D’Angelo)
Ali Fuad Selvi is Assistant Professor of TESOL and Applied Linguistics, and is the Chair of the Teaching English as a Foreign Language Program at METU Northern Cyprus Campus. His research interests include Global Englishes; issues related to (in)equity, professionalism, marginalization, and discrimination in TESOL; and second language teacher education.
Bedrettin Yazan is Associate Professor in the Department of Bicultural-Bilingual Studies at University of Texas, San Antonio. His research focuses on language teacher learning and identity; collaboration between ESL and content teachers; language policy and planning; and World Englishes. Methodologically he is interested in critical autoethnography, narrative inquiry, and qualitative case study.
"This edited volume is a fitting tribute to the life and work of Farzad Sharifian. Professor Sharifian spent his life investigating the spread and development of Global Englishes and the ramifications of this linguistic and cultural diversity for the teaching of English. Building on his work, this book combines the theoretical underpinnings of Global Englishes with the pedagogical implications of Global Englishes for teaching methods and materials, language identity, language assessment, and curriculum development. This is a ground-breaking book in its mapping out of the relationship between the theory of Global Englishes and its practical implications for English teacher education and English learning around the globe. It provides a sound model for future work in this area." - Sandra Lee McKay, Professor Emerita, San Francisco State University, USA
"This is a delightful collection of ideas on how the intricacies and realities of Global Englishes can be translated in teacher education programs. It offers fresh theoretical perspectives on the topic as well as presenting practical and down-to-earth ideas that language teachers and language teacher educators can apply in their teaching. A must-read book for language students and educators." -Willy A. Renandya, Principal Lecturer, National Institute of Education, Nanyang Technological University, Singapore