Prospective English language teachers' understandings of global English language teaching

By: Wai Wai Lwin

2. Brief Research Background The global spread of English has shifted the paradigms of language teaching from traditional native-speaker norms to embracing diverse English varieties. Incorporating the concept of Global Englishes (GEs) into teacher education is vital for preparing future teachers to address linguistic and cultural diversity in classrooms. However, many teacher education programs face challenges such as entrenched native-speaker ideologies, lack of exposure to varieties of English, and insufficient curriculum design that fosters critical awareness of language diversity and multilingual practices. Existing literature emphasizes the importance of transforming teacher beliefs, fostering critical reflection on native-speakerism, and integrating English as a Lingua Franca (ELF) principles into teacher training.

3. Research Objectives

• To explore pre-service teachers' current perceptions of English as a global language.
• To examine how curricula focused on Global English influence teachers’ beliefs about native versus non-native English varieties.
• To identify effective pedagogical strategies for integrating linguistic and cultural diversity into teacher education programs.
• To assess the impact of such curricula on developing critical consciousness and pedagogical practices aligned with ELF principles.

4. Research Keywords Global English, pre-service teacher education, native-speakerism, English as a lingua franca, linguistic diversity, pedagogical strategies, language ideology, curriculum development

5. Research Scope The study focuses on pre-service English teachers in Turkey enrolled in language teacher training programs. Data includes qualitative self-reports, course materials, observations, and reflections gathered over a 14-week GE-focused curriculum. The scope aims to understand perceptions, ideologies, and pedagogical orientations related to linguistic diversity and ELF communication within this specific context, with implications for broader teacher training practices.

6. List of Related Literature Topics

• Theoretical foundations of Global Englishes and English as a Lingua Franca
• Native-speakerism and language ideology in teacher education
• Curriculum design for promoting linguistic and cultural diversity
• Pedagogical approaches to teaching pronunciation, accents, and varieties of English
• Critical reflection and attitude change in pre-service teachers
• Implementation of GELT (Global English Language Teaching) paradigms
• Teacher beliefs and identity formation in multilingual contexts
• Impact of exposure to diverse English varieties on teacher perceptions

7. Overall Research Framework The research adopts a qualitative, case-study approach integrating the following components:

• Theoretical Foundations: Critical sociolinguistics and language ideology theories, emphasizing native-speakerism, language diversity, and ELF paradigms.
• Curriculum Intervention: Implementation of a GE-oriented course designed to foster critical understanding of English varieties, language ownership, and cultural identities.
• Data Collection: Self-reports, classroom observations, course documents, and researcher field notes.
• Data Analysis: Thematic analysis to identify shifts in perceptions, beliefs, and pedagogical orientations before and after the course.

Expected Outcomes: Increased awareness of linguistic diversity, reduced native-speaker superiority beliefs, and development of plurilithic and ELF-friendly pedagogical practices.

Reference: Aslan, R., & Altınkaya, Z. Ö. (2024). Prospective English language teachers' understandings of global English language teaching. European Journal of Education, 59, e12631. https://doi.org/10.1111/ejed.12631