Global TESOL for the 21st Century. Heath Rose

      The work of Canagarajah in the 2000s established him as a key scholar of critical applied linguistics. Such scholarship is illustrated in his 2007 paper, which explores the implications of lingua franca English and multilingualism for second language acquisition theory. In this paper, Canagarajah (2007) challenges some of the long-upheld simplifications of the language learning process, and encourages researchers to embrace ideologies that centre around multilingual competence. While very theoretical, many TESOL researchers have found inspiration in Canagarajah’s work. For example, Galloway and Rose’s (2015) six proposals for change in TESOL, which are presented in Chapter 2, are informed in part by the earlier work by Canagarajah around this time.

      Selvi’s (2014) article in TESOL Journal is a powerful evaluation of nativespeakerism in TESOL. In this paper, he delineates the non-native speaker teacher movement in TESOL, debunking myths and showing a transformation of TESOL in recent years. Later, Selvi (2018) states that he hopes this paper ‘will serve as an orientation for TESOLers who might be interested in learning more about the NNEST movement’ (2018: 1). It certainly achieves this aim while also highlighting areas of needed attention in the future.

      The article by Jenkins (2006) is one of many influential papers which have explored the implications of ELF and World Englishes research for the field of TESOL. Published in TESOL Quarterly, the paper explores the differences between EIL, ELF and World Englishes, before then outlining the implications of this research for challenging yardsticks and standards used in TESOL. Unfortunately, the conceptual and theoretical focus of the paper is not articulated in terms of real concrete proposals for change that teachers can readily integrate into the classroom. Nevertheless, the paper has been widely cited and its influence is undeniable.

      Matsuda’s (2003) paper, also in TESOL Quarterly, is more pragmatic in its approach compared to Jenkins’ later article. In the paper, Matsuda uses the context of English language education in Japan as an anchor to concretely outline a number of areas in TESOL in need of reconsideration within the EIL paradigm. These areas of change include: a re-assessment of EIL learner needs; direct teaching of issues surrounding language ownership; shifts in assessment towards communicative effectiveness; increased interaction among EIL users; and greater representation of EIL in teaching materials.

      Brown’s (1993) paper is included here to show that calls for innovation in the TESOL curriculum are not by any means new. In this paper, Brown draws on calls from World Englishes scholars for a paradigm shift in TESOL. Brown’s ideas are presented in the form of eight recommendations that promote the incorporation of a World Englishes perspective within TESOL in general, within teacher training courses, and within the broader academic and practitioner community. Twenty-five years since this article, continued calls for innovation are still ongoing (see Galloway, 2017a; Kumaravadivelu, 2012a; Matsuda, 2017a).

      Lin’s (2013) paper explores plurilingual pedagogies in content classrooms in Hong Kong, which could be seen as evidence of paradigmatic change in TESOL methodologies. Lin draws on case study data from classrooms in Hong Kong to illustrate her points. A similar perspective on translanguaging can be found in Creese and Blackledge (2010). (Although their context is not an English language learning one, the theoretical underpinnings of what they found in the modern language classrooms may be of interest to TESOL practitioners who wish to explore what plurilingualism might look like in bilingual educational contexts.)

      Implications for Teachers in Global Contexts

      The theoretical fields of study outlined in this chapter (ELF, Global Englishes, translanguaging, the NNEST movement and the multilingual turn) have all expressed clear implications for language teaching as part of their scholarship. All of these fields of study further emphasise the need for a paradigm shift in TESOL to achieve these aims. As Rose and Galloway (2019) observe: ‘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’ (2019: 4).

      In this book, we group these shared endeavours under the term teaching EIL, which we see as a TESOL-led movement that has actively lobbied for a change in TESOL practices by challenging the prevailing ideologies of current English language pedagogy. We, like Kumaravadivelu (2012a) before us, call for a meaningful break from traditional English language teaching practices. The following chapter (Chapter 2) outlines explicit frameworks for achieving this break.

      Nevertheless, the theoretical grounding of this chapter has raised a number of points for teachers to consider before reading further. Teachers in global contexts may want to consider their answers to the following questions:

      •Drawing on World Englishes, what varieties of English are most salient to their learners and their teaching context?

      •Drawing on translanguaging and translingual practice, how can other languages be used as a resource in their English language classrooms?

      •Considering the growing ELF opportunities for students, how can teachers better prepare their students to be successful in lingua franca contexts?

      •In light of the NNEST movement, in what ways can schools ensure equality for all teachers?

      •Drawing on the wider field of Global Englishes, how can teachers raise student awareness of the global realities of English language use?

      •Taking into account movements within the multilingual turn, how much of current teaching practices are informed by a monolingual bias?

      •Reflecting on native-speakerism, in what ways do teachers’ current teaching contexts show a preference towards the ‘native speaker’?

      •Taking into account all of the factors surrounding the teaching of EIL, what changes can be made to English language curricula to improve practices?

      Overall, teaching EIL requires a shift in perspective of all stakeholders in TESOL, however change cannot occur without the support from teachers. Both Dewey (2012) and Widdowson (2012) note a need for teachers to reconceptualise the notion of language they teach. For the teaching of EIL to become the global norm, we need this to become a grassroots movement, led by teachers for the benefit of their students. The following nine chapters in this book will explore implications of this movement for various facets of TESOL to further explore how teachers can be central to achieving this needed change. It is a hope that this knowledge will better equip teachers (and practitioner-researchers) to meet their students’ needs in 21st century global TESOL contexts.

      Post-reading Activities

      Reflect

      Think about aspects in a teaching/learning environment you are familiar with, and consider the possibilities for innovation in light of the ideas presented in this chapter.

      Discuss

      (1)This chapter has covered many terms related to the spread of English as a global language (Global Englishes, World Englishes, EIL, ELF) as well as those connected to multilingualism (translanguaging, translingual practice, plurilingualism). Which of the terms resonate most with your own beliefs regarding language norms and language use?

      (2)This chapter concludes with a statement that teachers need to reconceptualise the notion of language. If you agree with this, what aspects are most necessary for teachers to reconceptualise?

      (3)Both May (2014b) and Ortega (2013) lobby for teachers to reject a monolingual bias. Kirkpatrick argues that multilingual English teachers should be valued over monolingual English teachers. In what way do you agree or disagree that multilingual ideologies are relevant to the profession of English language teaching? In what ways, if any, can multilingualism be valued more in TESOL?

      Apply

      This chapter suggests that the English language teaching industry needs to change. Using the list of questions in the section ‘Implications for teachers in global contexts’ to guide you, write (or present in a group) a reflection in answer to these questions regarding a teaching context with