Global TESOL for the 21st Century. Heath Rose

Traditional ELT GELT Target interlocutors Native English speakers All English users Ownership Inner circle Global Target culture Static NE cultures Fluid cultures Norms Standard English Diverse, flexible and multiple forms Teachers Non-NE speaking teachers (same L1) and NE speaking teachers Qualified, competent teachers (same and different L1s) Role-model NE speakers Expert users Source of materials NE and NE speakers Salient English-speaking communities and contexts Other languages and cultures Seen as a hindrance and source of interference Seen as a resource as with other languages in their linguistic repertoire Needs Inner Circle defined Globally defined Assessment criterion Accuracy according to prescriptive standards Communicative competence Goals of learning Native-like proficiency Multicompetent user Ideology Underpinned by an exclusive and ethnocentric view of English Underpinned by an inclusive Global Englishes perspective Orientation Monolingual Multilingual/translingual Note: NE = Native English

      (1)The classroom-based study in Galloway and Rose (2014) focuses on challenging norms in the classroom by increasing exposure to diverse English language forms by changing the source of materials used in a homework activity.

      (2)The classroom-based study in Rose and Galloway (2017) focuses on shifting students’ ideology on standards in English.

      (3)The curriculum innovation in Galloway and Rose (2013) facilitates a shift in teachers through the hiring of teaching assistants of varied L1 backgrounds and, as a result, the target interlocutors with whom the students engaged.

      (4)Innovations reported in Rose and Montakantiwong (2018) discuss ways in which teachers can influence views of ownership as well as role models.

      (5)The two experimental studies reported in Galloway (2013, 2017a) saw the creation of a new course, which re-assessed student needs and goals of learning, thus drawing in numerous other aspects of the framework during implementation.

      (6)Rosenhan and Galloway (2019) report on creative tasks to challenge ideologies surrounding ownership of English.

      What Does the Research Tell Us?

      In this section, we introduce some of the classroom-based research which reports on putting EIL ideas into pedagogical practice. An overview of the studies is provided in Table 2.2.

Table 2.2 Examples of studies that report on EIL classroom activities

Researchers	Topic	Participants	Research design	Data collection method
Sung (2015)	Global Englishes exposure	University students in Hong Kong (N = 25)	Classroom interventions	Focus groups
Sung (2018)	Provision of ELF opportunities	University students in Hong Kong (N = 25)	Out-of-class intervention	Learner log, and reflection papers
Rose and Galloway (2017)	Global Englishes exposure	EFL learners in Japan (N = 108)	Classroom intervention	Reflection papers
Vettorel (2010, 2013, 2014)	Provision of ELF opportunities	School children in Italy, Poland, Latvia and Slovakia (N = 540)	Classroom intervention	Corpus analysis of exchanges
Baker (2012)	Raising intercultural awareness	Students (N = 31) and teachers (N = 6) in Thailand	Out-of-class intervention	Questionnaires and software usage tracking

      The study by Sung (2015) reports on a pilot study phase of a larger project, where a Global Englishes component was integrated into the curriculum of a 13 week-long EAP course in a university in Hong Kong. Sung collected data from his participants via two focus group interviews with 25 students in total. His study found that students’ perceptions of the added components were ‘overwhelmingly positive’ (2015: 44), although the activities did ‘not result in a radical change in the students’ attitudes’ (2015: 47).

      A further study by Sung (2018) reported on an out-of-class activity in Hong Kong, where 18 students in his EAP class were encouraged to seek out and engage in ELF communication for a homework assignment. Sung analysed students’ written reflections, and logbooks in which they recorded the details of their ELF interaction. The author concludes that the activity provided students with new insights and a raised awareness of ELF.

      The group of three studies by Galloway and Rose (Galloway & Rose, 2014, 2018; Rose & Galloway, 2017) represent a body of classroom intervention work, which the researchers conducted with 108 English language learners in a Japanese university. The first study reported on the use of a listening task where students were exposed to, and then reflected on, a variety of the World Englishes. The second study reported on a task which challenged students’ perceptions of standard language by getting them to engage in a debate on issues surrounding the Speak Good English Movement in Singapore. The final study, with the same group of learners, reported on a presentation task, in which students researched and presented on the historical development of one variety of English. All studies reported positive results including heightened awareness of Global Englishes and self-reported increase in student confidence as L2 users of English. The researchers also reported that in some cases negative stereotypes were reinforced, which they attributed to superficial engagement with some of the tasks.

      Vettorel’s (2013) study was a longitudinal classroom intervention in which 540 school children in Italy, Poland, Latvia and Slovakia engaged in a long-lasting project where they engaged in ELF interactions with each other via written and online communication. The project analysed a corpus of these interactions and suggested the activities had good pedagogical value for the learners to develop their pragmatic strategies and linguistic resources in order to communicate with their peers. This is one of the largest ELF classroom intervention projects we have uncovered in the literature. Other aspects of the project are reported in Vettorel (2010, 2014).

      The study reported in Baker (2012) sought to raise awareness of intercultural communication and Global Englishes in Thailand, via the introduction of a 15-hour independent