Global TESOL for the 21st Century. Heath Rose

and foreign language education implies that stakeholders within this context are, in themselves, multilingual learners and teachers of English. However, if we consider practices which have underpinned TESOL throughout the 20th century, we soon reveal a monolingual bias. For example:

      (1)many standard examinations of English are pegged to monolingual native English standards;

      (2)in evaluating the proficiency of a learner of English, a native speaker of English is often regarded as the ultimate goal of attainment;

      (3)many educational policies encourage teachers to create ‘English-only’ monolingual environments for their learners;

      (4)globally, teacher hiring practices favour native English-speaking teachers, where knowledge of the students’ first language may not be a necessary requirement for employment;

      (5)many native English teachers are discouraged from using the students’ first language, even if they are proficient in it;

      (6)communicative language teaching methodologies often depict monolingual English speakers as a learner’s target interlocutor;

      (7)in task-based language teaching, students in English classrooms are often berated or punished for using their first language during group work, even if the use of this language helps them to complete the task;

      (8)research into the English language development of learners (whether it be phonological, grammatical, lexical, or pragmatic linguistic development) often uses a group of monolingual English speakers as a comparison group;

      (9)research into the lexical knowledge of younger bilingual users of English (such as EAL learners), often only take account of knowledge in English, ignoring knowledge in other languages.

      The monolingual bias further extends to other areas of language learning outside of the classroom, such as the widely prevalent practice of advising immigrant families to speak English at home to better facilitate the English language development of their children (although this advice has lessened in recent decades in many contexts). Even when families adopt a bilingual language policy at home, many families apply a ‘one parent one language’ practice, thus discouraging the mixing of languages for communication within the family, which can be at the detriment of communication between all members of the family.

      In a seminal paper on the multilingual turn, Ortega (2013) predicted that the current observable pivot towards multilingualism will impact the fields of SLA (and by association, TESOL), in a similar manner to that of the social turn in the 1990s. The social turn, over a period of two decades, saw a general movement away from cognitive traditions in SLA towards more social and interactional perspectives of SLA. Social perspectives facilitated the exploration of language learning as a social phenomenon, wrapped up in learner identity and sociocultural theories of education (see Atkinson, 2011 for an overview of these alternative theories). These turns have seen the emergence of new theories of language learning such as the ‘transdisciplinary framework for SLA in a multilingual world’ (Douglas Fir Group, 2016), which has since been used as framework for rethinking language teacher education (Gao, 2019).

      Scholars within the multilingual turn have been increasingly vocal with calls for change in TESOL (e.g. Canagarajah, 2014; Leung, 2014; May, 2014a; Norton, 2014), with Meier (2017) referring to it as ‘a critical movement in education’ (2017: 131). Thus, there are clear links between the work being conducted by multilingual researchers, who are exploring the nexus of language education and multilingualism, and the work being conducted by EIL scholars, who are exploring similar implications for TESOL. The multilingual turn encapsulates a growing trend in TESOL to reject a monolingual bias, and to also be inclusive of the social realities and complexities of how languages are used in our globalised world. Thus, many of the topics we explore in this book, whether it emanates from World Englishes, ELF, Global Englishes, or EIL paradigms of research, may touch on similar work in the multilingual turn.

      While the ‘E’ in EIL clearly stands for ‘English’, it is important to emphasise that the term itself is not underpinned by a monolingual ideology. EIL is a sociolinguistic and highly politicised paradigm of study, that is highly attuned to the fact that English users in the 21st century are multilingual users. The majority of speakers of English today use the language within their wider linguistic repertoire. This has clear implications for TESOL practice, as subsequent chapters will explore.

      What Does the Research Tell Us?

      ?

      In each chapter in this book, we explicitly include a section which showcases important empirical research on the topic of the chapter in order to engage the reader directly with relevant research. This is done to emphasise the fact that the ideas presented are empirically founded and not merely ‘soap box’ ideology. However, as this first chapter is a theoretical one, which is intended to offer a conceptual foundation for subsequent chapters, we mostly draw on important conceptual, rather than empirical, research. In particular we draw attention to what we consider to be key pieces of scholarly work that have helped to inform 21st century TESOL innovation in global contexts. These papers are outlined in Table 1.1.

Table 1.1 Theoretical papers related to 21st century TESOL

Researchers	Topic	Focus
Meier (2017)	Multilingual Turn	The implications of the multilingual turn for language education, including TESOL.
Ortega (2014)	Multilingual Turn	The trends and implications of the past 15 years of research that indicate a major turn in applied linguistics towards multilingualism.
Matsuda (2003)	English as an international language	Implications of EIL for the field of TESOL and for English language curricula.
Brown (1993)	World Englishes	The incorporation of World Englishes in TESOL programmes.
Jenkins (2006)	English as a lingua franca	Perspectives on teaching World Englishes and ELF in English language curricula.
Selvi (2014)	NNEST movement	Debunking the myths and misconceptions about non-native English speakers in TESOL.
Canagarajah (2007)	Multilingualism and SLA	A theoretical exploration of the implications of lingua franca English and multilingualism for SLA.
Lin (2013) or Creese and Blackledge (2010)	Plurilingualism	A current paradigm shift in TESOL methodology towards plurilingualism.

      Ortega (2013) focuses on the broader implications of the multilingual turn for second language acquisition as a whole, but nevertheless, provides an excellent summary for TESOL practitioners of emerging trends in applied linguistics that aim to embrace multilingualism, rather than monolingualism, as a global norm. This has implications for the use of other languages as resources in the classrooms, and challenges some prevailing TESOL ideologies such as the perceived importance of English-only classrooms. Similar perspectives, which are more oriented towards language education and TESOL, can be found in an edited collection on the topic by May (2014a). This book also contains a similar chapter by Ortega (2014).

      Meier’s (2017) paper offers a more accessible overview of work within the multilingual turn in terms of its direct implications for language education. It reports on an empirical study of key works within the multilingual turn, including May’s (2014) edited book, in order to synthesise key areas of interest and to reflect on challenges to innovate change in language education. A similar paper can be found in Sambiante (2017), which also addresses the implications for language education by comparing