Global Englishes is an umbrella term that encompasses research in the diverse, but overlapping fields of English as an International Language (EIL), English as a Lingua Franca (ELF) and World Englishes (WE).

Research in all of these fields explores the impact of the global spread of English on English users and learners. The term Global Englishes aims to unite the shared agendas of researchers in these fields who explore the diverse use of English associated with its global spread, as well as its implications. It is also closely linked with research in the field of Translanguaging and similar movements in second language acquisition (SLA), such as the multilingual turn, and key ideas emerging from critical applied linguistics.

Our network aims to provide a space for dialogue, partnerships, communication, exchange of ideas and resource sharing.

What is our research about?

Our team members conduct research into Global Englishes . The rise of English as a global language has changed the foundations of how the language is taught and learned. The pedagogical implications of the change in the usage of English by global speakers have led many scholars to call for a paradigm shift in English language teaching away from native English speaking norms. Underpinning this paradigm shift is a change in views of ownership of English, the emancipation of non-native speakers from native speaker norms, a repositioning of culture within the English language, a shift in models of language and a repositioning of the target interlocutor.

We focus on the pedagogical implications of Global Englishes research and aim to help instigate the much needed paradigm shift away from native English speaking norms to ensure the 21st century English classroom is reflective of how the language functions today as a global lingua franca.

Our Global Englishes team explores the global spread of the English language and how it functions as a lingua franca. Such research highlights that, in today’s globalised world, the needs of English language learners have changed, particularly those learning to use the English language as a lingua franca. Global Englishes research showcases the global use of English as a Lingua Franca (ELF), the creativity of ELF users and the diverse ways in which they negotiate successful communication in multilingual encounters. Our team explore the numerous implications of such research for TESOL curricula and highlight the need to instigate a shift away from a focus on native norms.

 

What difference does our research/network aim to make?

The Global Englishes pages aim to improve knowledge and understanding of how English functions as a global lingua franca in multilingual and multicultural contexts around the globe in a variety of domains. The network resources and functions aim to raise awareness of  diverse uses of English in these contexts and influence perceptions regarding the ownership of the language and how it should be taught. Change happens through dialogue and by sharing resources ( hyperlink to resource page), we hope to ease the transition away from native norms and  towards Global Englishes Language Teaching.

The establishment of a global network aims to provide a forum for research exchange and to foster collaborative projects in the field of Global Englishes. It also aims to encourage networking and information exchange between students, researchers and practitioners. The webinars and various teaching resources also aim to make Global Englishes Language Teaching (GELT) materials accessible to a wide range of audiences and we hope that it will encourage both practitioners and researchers to share resources and establish relationships.

Who might be interested in our network?

Our network will be of interest to practitioners ( those teaching English and those teaching IN English), who will gain new knowledge from our resources (link to resources) to advance their practice. Both researchers and practitioners will find the publications, webinars and research interviews updated regularly. It will also be of interest to members of the general public interested in the global spread of English and the use of English to teach academic subjects, as well as companies, such as learning technology developers.

The network also aims to provide useful insights for policy makers, curriculum planners and university administrators and our resources are free to all. We are working on establishing partners with cultural organisations to hold public events and charities offering English language instruction. The network aims to enable partner organisations to develop new skills by working with us and using our resources to gain new knowledge about current trends in applied linguistics, Global Englishes and the internationalisation of higher education. We currently have networks at The University of Oxford and The Centre for Global Englishes at The University of Southampton. Our student pages offer a platform for students and alumni either learning English, Global Englishes or learning through the medium of English to meet and share experiences.

The 21st EASE Conference

The English in Southeast Asia (ESEA) conference series is a collaboration between educational institutions across Southeast Asia and the Asia Pacific region.

HKCPD Hub International Conference 2020 for English teaching professionals worldwide

Organised by the Hong Kong Continuing Professional Development Hub (HKCPD Hub), This international conference addresses the theme of “Innovative teaching and research in English Language Education”.

Seventh International Conference at Feng Chia University

Professor Averil Coxhead from the School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand, will be one of the keynote speakers.

Viettesol International Convention 2020 (VIC 2020)

The VietTESOL International Convention 2020 (VIC 2020) is a collaboration between VietTESOL Association, the National Foreign Language Project and University of Foreign Language Studies – The University of Da Nang. The theme for this year’s conference is “Innovation and Globalization”.

2020 Global English Education China Assembly

Seminar in Global Englishes at the Université Pédagogique Nationale

Picture of a Seminar in Global Englishes with a few Postgraduate students on May 2nd, 2019 at the Université Pédagogique Nationale, in Kinshasa, the Democratic Republic of Congo. Professor Lufuluabo, our Francophone Africa Coordinator is on the left. The classroom is in a corrugated building but that does not prevent them from discussing Global Englishes!

GE event at Kinshasa University agreed

On May 3, 2019 our EMI Francophone Coordinator, Professor Lufuluabo, met with the Chair of the English Department at Kinshasa University, to explore the opportunity of an academic briefing by the Coordinator on Global Englishes. It was agreed to schedule the event in May of 2019. The event will be attended by instructors as well […]

Research on Global English in Thailand

B Baker, W., Jarunthawatchai, W. (2017). English language policy in Thailand. European Journal of Language Policy, 9(1), 27-44. DOI:10.3828/ejlp.2017. Bennui, P., & Hashim, A. (2014) English in Thailand: development of English in a non-postcolonial context, Asian Englishes, 16(3), 209-228, DOI: 10.1080/13488678.2014.939810 Boonsuk, Y. & Ambele, E. A. (2019): Who ‘owns English’ in our changing world? Exploring […]

GE and EMI in Germany

  1. GE   Altendorf, Ulrike (2003). What would Eliza Doolittle be taught today? or How to define a target variety for British English pronunciation today. Englisch 38:4, 145-152. Bieswanger, Markus (2008). Varieties of English in current English language teaching. Stellenbosch Papers in Linguistics 38, 27-47. Bieswanger, Markus (2012) Varieties of English in the curriculum. […]

EMI and GE in Tunisia

B Badwan, K. (2019). Exploring the potential of English as a Medium of Instruction in higher education in Tunisia. British Council. Ben Said, S. (2019). ‘Chameleonic’ English in Tunisia: A Third-Space Language. The American Journal 31 (1), pp. 35-50. Retrieved from https://www.researchgate.net/publication/333259672_%27Chameleonic%27_English_in_Tunisia_A_Third-Space_Language Boukadi, S. (2013). Teachers’ perceptions about the future of English language teaching and […]

Professional Development (GE)

Our featured Reading List contains over 120 references for professional development materials.

Methods

Andon, N. & Eckerth, J. (2009). Chacun à son gout? Task-based L2 pedagogy from the teacher’s point of view. International Journal of Applied Linguistics, 19(3), 286–310. Allwright, D. (1991). ‘The Death of the Method’, CRILE Working Paper, No. 10. Lancaster: Lancaster University. Asher, J. (1977). Learning Another Language Through Actions: The Complete Teacher’s Guidebook. California: […]

Hong Kong

Bolton, Kingsley (2000) ‘The sociolinguistics of Hong Kong and the space for Hong Kong English’. World Englishes 19/3: 265-85 Bolton, Kingsley ed. (2002). Hong Kong English: Autonomy and Creativity. Hong Kong: Hong Kong University Press. Chan, J. Y. H. (2014). An evaluation of the pronunciation target in Hong Kong’s ELT curriculum and materials: influences from […]

Global Englishes

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