Global Englishes Language Teaching: Bottom-Up Curriculum Implementation

Autor/inn/en	Galloway, Nicola; Numajiri, Takuya
Titel	Global Englishes Language Teaching: Bottom-Up Curriculum Implementation
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 54 (2020) 1, S.118-145 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Galloway, Nicola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.547
Schlagwörter	Language Variation; English (Second Language); Second Language Learning; Second Language Instruction; Masters Programs; Teacher Education Programs; English Language Learners; Language Usage; Creativity; Multilingualism; Language Teachers; Program Descriptions; Course Descriptions; Instructional Innovation; Curriculum Implementation; Intercultural Communication; Language Attitudes; Teaching Methods; Language of Instruction; Teacher Attitudes; Student Attitudes + Suchen Sie Ihr Suchwort? Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Magister course; Magisterstudiengang; Sprachgebrauch; Kreativität; Mehrsprachigkeit; Multilingualismus; Language teacher; Sprachunterricht; Kursstrukturplan; Educational Innovation; Bildungsinnovation; Interkulturelle Kommunikation; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Lehrerverhalten; Schülerverhalten
Abstract	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. Growing research showcasing 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 has numerous implications for the field of TESOL. This article reports on a study with preservice and in-service TESOL practitioners taking a Global Englishes for Language Teaching (GELT) option course in a 1-year Master's in TESOL programme at a Russell Group university in the United Kingdom. The study explores attitudes towards GELT but also towards the proposals for, and barriers to, curriculum innovation as well as factors influencing such attitudes. Interviews (n = 21) and questionnaires (n = 47) revealed that attitudes remain norm bound, yet the study revealed a positive orientation towards GELT and provided insights into the feasibility of GELT-related curriculum innovation and teacher education syllabus design. The study calls for more research with preservice and in-service TESOL practitioners at different stages of the innovation process to ensure successful and sustainable GELT curricular innovation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01