Teaching English as an International Language (Review)

Book Review: Teaching English as an International Language

Introduction

Teaching English as an International Language shines as a beacon in the changing landscape of English Language Teaching (ELT), bringing educators into a world where established conventions give way to a mosaic of linguistic diversity. This review will take you on a tour through the chapters, aspects, and practical applications of this extensive work. From the implications of world Englishes to the nuanced elements of teaching in a pluricentric context, the book navigates the challenging terrain of ELT in a globalized society. We'll unpack the book's discussion of multilingualism, cultural diversity, and instructional practices by examining the prompts and accompanying responses, providing a full overview and critique.

Topics covered

The book looks into the history of English, following it from a local dialect to a worldwide language with over two billion speakers. It delves into themes such as World Englishes, English as a Lingua Franca, and English as an International Language, all while challenging established teaching methods.

It stresses the term 'Teaching English as an International Language' (TEIL) in order to focus on language teaching settings, with the goal of achieving clarity in language instruction scholarship.

The evolution of English from Old to Modern English is examined, with a focus on cultural influences, power dynamics, and the impact of colonialism and globalization on linguistic richness.

Examines the intricacies of English's worldwide standing, looking at the 'push and pull dynamics' that drive its adoption and addressing ethical issues about linguistic imperialism.

Exploration of teaching paradigms such as World Englishes, English as an International Language, and English as a Lingua Franca, with an emphasis on a pluralistic approach and innovative teaching approaches.

Provides a thorough examination of developing paradigms in language instruction, as well as practical advice for educators navigating a linguistically varied society.

'Native speaker' standards are challenged, using inclusive and reflexive teaching practices based on extensive research.

Proponents of paradigm shifts in English Language Teaching (ELT), providing a variety of frameworks and strategies for a more globally conscious language education.

Provides educators with practical applications and approaches for incorporating linguistic variation, challenging conventions, and creating inclusive learning environments.

Addresses barriers such as material scarcity and prejudices in favor of 'native' English-speaking teachers, while supporting rigorous research and the necessity for comprehensive teacher education in order to achieve a paradigm change in ELT.

The relevance of new models and research-driven behaviors in language education change is emphasized, with educators encouraged to engage in reflective practices.

Serves as a rallying cry for a more equitable, flexible, and globally oriented approach to language training, providing an in-depth examination of numerous paradigms and practical applications for navigating the changing environment of English language instruction.

"Teaching English as an International Language" is essentially a brilliant analysis of English's transformation from a localized tongue to a worldwide phenomenon. It serves as a beacon, directing language educators toward a more inclusive and responsive approach, ensuring that language education is in sync with the dynamic realities of our globalized society.

The book provides a thorough exploration of English language instruction that goes beyond typical categorizations of first, second, or foreign languages. It begins by defining the element's scope and goal, highlighting the usage of 'Teaching English as an International Language' to encompass its expanded perspective.

The adventure unfolds by charting the evolution of English from its historical roots to its current status as a global language. The book contextualizes the relevance of English within the area of language instruction by delving into the qualities of a global language and the reasons contributing to English's prominence.

The implications for language educators are wide, as demonstrated by change recommendations, frameworks outlining numerous dimensions of instruction, and practical applications resulting from these dimensions. The book includes practical insights for modifying teaching approaches, from comprehending target interlocutors to admitting English ownership, recognizing target cultures, linguistic norms, the role of teachers and role models, and the various sources of instructional resources.

The concluding sections emphasize the need of implementing and documenting innovation in language education, emphasizing areas of innovation, models that drive transformation, and the necessity for robust research methodologies to document these transformative practices. This book serves as a cornerstone for educators, directing them toward a more inclusive, adaptive, and internationally conscious approach to language instruction through its extensive examination.

Body

1 Background: More than a First, Second, or Foreign Language

According to recent data, there are over 7,000 spoken languages in the world (Eberhard, Simons, & Fennig, 2023), expressing varied cultural values. English's global domination originates from historical dynamics, with the language growing from a few million to over two billion speakers (Crystal, 2018). While it has been commended as a lingua franca, it has also been criticized for imposing barriers and decreasing linguistic diversity (Cook, 2016; Tollefson et al., 2000). The complexities of English are investigated using paradigms such as World Englishes, English as a Lingua Franca, and English as an International Language (Phillipson & Skutnabb-Kangas, 1999), which have an impact on language use and education (Dewey & Jenkins, 2010). These paradigms influence pedagogical approaches, pushing for a critical reevaluation of teaching techniques (McKay, 2002), giving rise to frameworks such as ELF-aware pedagogy, WE-informed ELT, and GELT (Bayyurt & Sifakis, 2015; Matsuda, 2020; Galloway & Rose, 2015).

1.1 The Aim and Scope of This Element

This Cambridge Elements segment aims to investigate English's global spread in depth, combining historical, sociolinguistic, and pedagogical perspectives. It traces English's progression from a national language to a global entity over 500 years. It investigates paradigms and implications for educators while calling for a reform in ELT approaches to meet modern language demands. This work aims to spark innovation and change in pedagogical methods to teaching English as a worldwide language franca.

1.2 Why Do We Use the Term ‘Teaching English as an International Language’ in This Element?

Prior research used terminologies like GE and GELT to call for reforms in ELT practice (Galloway & Rose, 2015; Rose & Galloway, 2019; Selvi & Yazan, 2021), including English's plurality and linkages to WE and ELF. This Element, on the other hand, uses TEIL for clarity and audience inclusivity in ELT scholarship, as opposed to larger terminology like WE or GE, which extend outside language teaching areas. This pedagogical approach is shared by TEIL, which is based on ELT research (McKay, 2002). Though the term 'international' may be less inclusive than 'global,' it is intended to present various ideas to a wider audience, despite potential conceptual constraints in addressing linguistic plurality.

2 From English to Englishes: How Did We Get Here?

The evolution of English from Old English to Modern English has been shaped by a variety of elements, including Germanic roots, Celtic influence, and Nordic dominance (Fennell, 2001). The Norman Conquest in 1066 established French linguistic dominance, dramatically changing English and importing over 10,000 French words. Following the reintroduction of English as a court language in 1362, Middle English arose (Townend & Mugglestone, 2006). This historical story demonstrates language flexibility and the impact of power dynamics on linguistic change.

English globalization is linked to British colonialism and globalization, both of which are motivated by economic motivations (Chan, 2016). Diaspora models (Jenkins, 2014; Nelson et al., 2020a) seek to capture the diverse dissemination of English; however, Galloway and Rose (2015) suggested four channels that emphasize linguistic processes and historical factors rather than geographical distinctions. These channels depict distinct English variations that arose as a result of settlement, slavery, trade, and globalization, fostering linguistic richness as well as sociolinguistic differences.

Although the spread of Englishes highlights worldwide linguistic variety, sociohistorical dynamics have resulted in different notions of legitimacy among English variants. Due to historical power dynamics, 'Channel One' Englishes frequently enjoy greater prestige, maintaining sociolinguistic inequities. Furthermore, the complexities of learning English as a second or foreign language intersect with global political decisions and biases, reflecting past power systems and impacting conceptions of'standard' English (Chan, 2016).

3 English Today: A Truly Global Language

This section explores English's current status as a global language. It digs into the elements that influence language adoption, examines why English has attained this status, and evaluates potential future challengers to its global supremacy. There is additional statistical data on the present global use of English.

3.1 What Makes a Language Global?

Adoption of a language over others is a multilayered process driven by a complex interaction of "push and pull factors," which includes explicit language policy, cultural institutions, and ideologies. Push factors, such as colonial-era laws that favored dominant languages, have resulted in catastrophic language loss in many places. This history, as seen in Alaska, demonstrates the consequences of policies that discourage indigenous languages.

The term "linguistic imperialism" refers to the encroachment of dominant languages at the expense of others. This phenomena, visible in colonial practices and still present in modern contexts such as China's treatment of Uyghurs, promotes societal injustice and inequality. Top-down strategies, however, cannot explain a language's global growth; pull factors play an important role.

Economic, political, and social motivations all contribute to linguistic pragmatism. This pragmatic viewpoint emphasizes the importance of English in allowing worldwide communication and economic opportunities, especially in a capitalist-driven era of globalization.

Why Did English Become the World's Lingua Franca?

The rise of English as the world's lingua franca is the result of a complicated mix of past colonialism and the right timing of globalization. English was first transmitted to numerous countries by British colonialism, creating the groundwork for its global existence. However, its broad acceptance in countries such as the Netherlands and Sweden following their independence from the UK, as well as its domination over other colonial languages, cannot be explained exclusively by colonial history.

The global prominence of English is partly due to historical coincidence and its alignment with the era of globalization, particularly post-World War II. The language's relationship with economic, technological, and scientific progress fueled its growth, establishing it as the major tool for global communication and business.

3.3 Statistics

Measuring the global breadth of English use is difficult due to the difficulty of defining "English," determining competence levels, and separating learners from proficient users. According to estimates, there are over a billion English speakers worldwide, with the vast majority being second language learners. The internet, scientific journals, international organizations, and corporate communication are all dominated by English, cementing its position as the primary global language.

3.4 Language Education Implications

The emergence of English as a worldwide language, which is steeped in a colonial past, creates ethical difficulties. Where English competes with local languages, sociolinguistic complications arise. Traditional divisions such as "foreign" or "second" language are blurring as English enters numerous socioeconomic spheres. ELT must adapt to English's worldwide significance while also understanding its complicated sociopolitical context and embracing linguistic variety.

4 Major Teaching Paradigms and Trends in English as an International Language

Understanding English today involves a departure from traditional "foreign" or "second" language designations. Multiple paradigms arose to embody the diversity, fluidity, and plurality of English and its users in a superdiverse world, including World Englishes (WE), English as a Lingua Franca (ELF), and English as an International Language (EIL). These paradigms shape ideas in language teaching and acquisition as they reflect the changing nature of English in an increasingly interconnected global world.

Under the Global English (GE) umbrella, these paradigms converge, stressing the comprehensive study of English's linguistic, sociolinguistic, and sociocultural diversity and fluidity. They are consistent with movements such as the multilingual turn and translanguaging, emphasizing the fluidity of language use and the need for more inclusive teaching approaches in ELT and SLA.

4.1 World Englishes

The study of World Englishes (WE) originated in the late 1970s with the works of Kachru and Smith, who framed English as a multiplex of variations. Although Kachru's renowned Three Circles model covers the dissemination and functions of English within Inner, Outer, and Expanding Circles, critics point out its simplifications and geographic bias (Kachru, 1985).

4.2 English as an International Language

English as an International Language (EIL) focuses on English's worldwide functions, highlighting its cross-cultural application. It seeks to alter ELT principles by challenging native speaker standards in English instruction (Marlina, 2014; Rose & Galloway, 2019).

4.3 English as a Lingua Franca

English as a Lingua Franca (ELF) investigates English's functional role in worldwide communication among speakers of various languages. Initially emphasizing linguistic aspects, ELF has evolved to emphasize contextual flexibility, including translingual practices (Seidlhofer, 2011; Jenkins, 2015).

4.4 The Multilingual Turn and Translanguaging

The Multilingual Turn and Translanguaging both challenge monolingual assumptions in language research, advocating for languages to be viewed as integrated repertoires rather than isolated entities. These developments have an impact on ELT by highlighting linguistic diversity and fluidity (May, 2014; Garca & Wei, 2014).

4.5 Global Englishes

Global Englishes (GE) is an all-encompassing framework that brings together the paradigms of WE, EIL, ELF, and multilingualism/translanguaging. It emphasizes the glocal aspect of English and its numerous sociolinguistic implications, linking sociolinguistics and ELT (Rose & Galloway, 2019).

4.6 Paradigmatic Shifts to Innovate English Language Teaching

These developments have prompted paradigm shifts in innovative English language teaching (ELT), urging a pluricentric view of English, a shift from monolingual to multilingual perspectives, and innovative pedagogical practices that prepare learners for diverse linguistic encounters (Pennycook, 2010; Sifakis, 2014; Matsuda et al., 2020).

5 Implications for Language Educators

Since the 1980s, the global proliferation of English has fueled a variety of academic fields investigating language variation:

World Englishes:

Cook (2016) and Rose and Galloway (2019) investigated the history, function, and sociolinguistic implications of several English variations.

English as an International Language (EIL):

Considering the ramifications of global language spread, particularly in pedagogy (Galloway, 2017; Kumaravadivelu, 2012).

English as a Lingua Franca (ELF):

The study of sociolinguistic use, forms, functions, and situations among different language speakers (Galloway, 2017; Rose & Galloway, 2019).

These fields illustrate English's pluricentricity, its function as a lingua franca, and multilingual speakers' use of English alongside other languages (Cook, 2016; Galloway, 2017).

Changes in English Language Teaching (ELT) curricula have been advocated for, with the emphasis on adapting to the current sociolinguistic reality of English (Gass & Varonis, 1984; Nero, 2012). Despite the expanding literature recommending a paradigm shift away from 'native speaker' standards, the field is divided between theory and practice (Rose et al., 2021). To solve this and provide practical answers, ELT stakeholders must work together (Leung & May, 2014).

5.1 Proposals for Change

This section outlines six major recommendations based on substantial study in World Englishes (WE), English as a Lingua Franca (ELF), and English as an International Language (EIL), with the goal of driving a paradigm shift in Teaching English to Speakers of Other Languages (TESOL). Here's a rundown:

Exposing Students to English Diversity:

Incorporating a variety of English dialects into curricula helps prepare students for worldwide contexts and prevent negative attitudes toward different English dialects (Galloway, 2011; Galloway & Rose, 2015; Rose & Galloway, 2019).

Recognizing Multilingualism:

Recognizing multilingualism's prevalence and encouraging the use of several languages, while questioning monolingual norms in ELT (Galloway, 2017).

A Critical Approach to English Teaching:

Raising knowledge regarding the global spread and functioning of English, as well as questioning traditional language conceptions through critical teaching approaches (Galloway, 2011, 2013, 2017).

Creating Communicative Strategies:

Canagarajah (2016) describes adaptive communication strategies as "equipping students to navigate diverse language communities."

Respecting Cultural Diversity:

Beyond traditional regional classifications, the concept of English-using cultures embraces the dynamic cultures where English is utilized (Rose & Galloway, 2019).

Reassessing Teacher Recruitment and Training:

Advocating for multicompetent ELT professionals rather than traditional 'native' and 'non-native' speakerhood categories in teacher recruitment (Selvi et al., forthcoming).

These suggestions seek to elicit not only new resources but also a fundamental shift in language teaching paradigms. Furthermore, numerous researchers have proposed frameworks aligned with English plurality in order to make ELT courses more representative of current sociolinguistic reality (Galloway, 2011; Galloway & Rose, 2015; Rose & Galloway, 2019).

5.2 Frameworks for Change

5.2.1 WE-informed ELT

Since the late 1970s, World Englishes (WE) scholars have campaigned for improvements in English Language Teaching (ELT). Kachru (1992) established six fallacies regarding English usage and users, including assumptions about interaction, cultural values, and 'native' English models (p. 357). Following frameworks have addressed these fallacies, reflecting the push for change in ELT (Matsuda, 2019). Brown (1993) echoed the calls of other researchers, such as Kachru (1992) and Vavrus (1991), by presenting eight proposals for incorporating WE concepts into ELT courses and the field at large.

Kachru (1992) six falalcies:

In non-core regions, learning English is mostly for interaction with 'native speakers.'

The cultural values of the United States and the United Kingdom are the focus of English instruction.

In teaching and learning, the goal is to emulate 'native' English models.

The goal of global English variations is to achieve 'native-like' proficiency.

'Native' English speakers wield considerable power in worldwide English education.

The diversity of English shows linguistic degradation, necessitating the use of 'native' specialists to preserve norms.

5.2.2 EIL Curriculum Blueprint and Teaching English as an International Language

Matsuda and Friedrich sought to bridge theory and practice in response to the inadequate classroom impact of WE and EIL advancements. Their EIL curriculum model, which was eventually refined as TEIL, emphasized varied English exposure, strategic instruction, and cultural understanding. The phrase "EIL curriculum blueprint" was replaced with "WE-informed ELT" or "TEIL" to facilitate acceptance.

5.2.3 ELF-aware Pedagogy

By the early 2010s, ELF academics were focusing on educational implications, with Dewey's (2012) post-normative approach noting a shift in teaching approaches toward ELF-oriented practices. This method encouraged teachers to focus on different English contexts, raise critical knowledge of English politics, value intelligibility over 'native' norms, and teach strategies for negotiating ELF relationships. Sifakis (2019) established the ELF Awareness Continuum within ELF education, stressing teacher awareness above curricular modifications and distancing it from frameworks such as TEIL.

5.2.4 Global Englishes Language Teaching

Galloway (2011) established the GELT framework after comparing standard ELT with recommended improvements (i.e., GELT) and was motivated by similar conceptualizations such as Jenkins' (2006) EFL vs. ELF and earlier work by Canagarajah (2005) and Seidlhofer (2004). It consists of thirteen dimensions derived from various paradigms with the goal of revolutionizing curriculum design and research by challenging teaching norms, interlocutors, cultural perspectives, linguistic norms, teacher roles, materials, language positioning, assessment criteria, learning goals, ideologies, and theoretical orientations. Section 5.3 delves into how to use these characteristics to connect theory and practice in ELT programs.

5.3 Theory to Practice

The section emphasizes the multiple character of English language teaching paradigms, leaning heavily on the GELT framework and other paradigms. It underlines the importance of inclusive approaches that meet the requirements of diverse learners without endorsing a particular English variation. By challenging established "native speaker" standards, promoting global English use, transcultural communication, and rejecting a one-size-fits-all curriculum, these paradigms aim to inspire change. Each dimension addresses important issues: Target Interlocutors migrate away from a sole focus on "native speakers"; English ownership reflects a worldwide, rather than an Anglo-American-centric, perspective; Transcultural pedagogy is promoted by Target Culture. Linguistic norms disprove the "native speaker" assumption; Teachers' identities transcend the "native" and "non-native" divide. Role models cover a wide range of English speakers. Materials sources prioritize diversified English usage; Other Languages' positioning values multilingualism; Needs correspond to the use of a global language franca; Learning objectives emphasize multicompetent users rather than "native" approximations; Assessment criteria go beyond "native" norms to redefine competency. In a superdiverse world, ideology and theoretical orientation create a glocal identity. These elements, taken together, pose a challenge to traditional ELT, calling for a more inclusive, adaptive, and diverse approach to English language teaching.

5.4 Informing Change

The global reach of English necessitates a significant adjustment in education. Similar to previous language instruction changes, the stated dimensions underline this change. To develop curricula, efforts to overhaul ELT require classroom-based trials and practical exercises (Rose, McKinley, & Galloway, 2021). While not a rigid paradigm, the provided insights can be used to a variety of instructional scenarios. Diverse stakeholders—developers, administrators, and educators—must be included in comprehensive language education reform to build inclusive teaching environments.

6 Practical Applications for Language Educators

The proposed curriculum revisions have far-reaching consequences for ELT stakeholders. To embrace linguistic diversity and dynamism, conventions and pedagogical techniques must change. This part provides practical applications related to the dimensions studied, aimed at educators seeking to adapt to current sociolinguistic realities in English classroom.

6.1 Dimension 1: Target Interlocutors

The concept of diversity in English language users needs a more comprehensive understanding of 'target interlocutors' in instructional materials, taking into account representation and interaction characteristics (Rose & Galloway, 2021). Materials should feature various global and local English users, demonstrating linguistic variety and diverse roles without tokenism. Interactionally, learners benefit from authentic exchanges with a varied range of English users, which can be achieved through telecollaboration projects, ethnographic encounters, and internet resources, thereby strengthening communication skills and cultural understanding. Incorporating multilingualism into influential practices like as study abroad programs broadens appreciation for language diversity in true lingua franca environments.

6.2 Dimension 2: The Ownership of English

Because English ownership is linked to identity negotiation across global language communities, ELT must focus on recognition, awareness, identification, and engagement (Galloway, 2017; Rose et al., 2021). By diversifying resources, norms, assessments, and cultural attitudes, ELT processes must represent global ownership. Teachers can educate students on the global position of English through a variety of activities, with the goal of empowering pupils as rightful language users beyond native speaker standards (Seidlhofer, 2011). To encourage ownership, educators should provide spaces for reflective activities such as personal interviews and narratives, allowing students to navigate varied identity positions throughout the language continuum (Galloway & Rose, 2015).

6.3 Dimension 3: Target Culture

ELT Linguistic and Cultural Diversity

ELT should incorporate cultural fluidity, hybridity, and plurality when including language diversity (Cortazzi & Jin, 1999; Kubota, 2003). Traditional cultural comparisons should include both the source and worldwide target cultures. This shift calls into question fixed cultural conceptualizations associated with nation-states, generating hybrid identities and different perspectives (Starbucks, n.d.). The following should be included in the teaching approach:

Descriptive Understanding:

Invite students' feedback on Starbucks' notion of coffeehouses.

Cultural Diversity:

Highlight many facets of American coffee culture while noting complexities.

Dynamic Nature:

Investigate the evolution of Turkish coffee culture and the impact of Starbucks.

Discursive Constructions:

Discuss the cultural implications of name writing at Starbucks in Japan, France, and the United States, fostering conversation about identity and language (Flores & Rosa, 2015).

Similarly, ELT on India could depict varied features that go beyond stereotypes, including multimodal resources and entertaining examples, and enabling students to produce posters about the role of language in linguacultural identity. Transcultural encounters and language development are enriched further by interactive activities and foreign programs.

6.4 Dimension 4: Linguistic Norms

The incorporation of linguistic plurality in ELT has an impact on classroom norms that are offered, used, prepared for, and expected (see Table 4). This integration entails:

Norms Provided:

Introducing various English forms and usage scenarios.

Using a variety of instances to demonstrate linguistic variance (pronunciation, grammar, vocabulary).

Norms used:

Using instructional options and teacher interactions to demonstrate pluralized norms.

Negotiating personal language norms.

Norms Prepared For:

Giving students communication techniques for ELF interactions.

Recognizing and using multilingual abilities in students.

Norms Expected:

Norms are being redefined to align with broader EIL notions.

Redesigning feedback and assessment tools to line with new norms.

Strategies for teacher identity transcendence also include:

Models other than categorical binary are being introduced into teacher education.

Critical thinking about sociohistorical subjectivities.

Participation in professional networks for the advancement of equity.

6.5 Dimension 5: Teachers

ELT teacher education necessitates:

Educator models that are diverse (Pasternak & Bailey, 2004; Rudolph et al., 2015, 2018).

Language proficiency is being reconsidered (Freeman et al., 2015).

Subjectivities are explored through narrative reflection (Selvi, Mann, & Walsh, 2019b).

Participation in professional networks (Selvi, Mann, & Walsh, 2019b).

Examining job advertisements for social constructs (Selvi, Mann, & Walsh, 2019b).

6.6 Dimension 6: Role Models

Teachers can diversify English role models by learning about their students' linguistic backgrounds and future plans, and by utilizing various multilingual people such as Trevor Noah. Incorporating the experiences of these figures into materials can help to establish realistic language expectations and relevant learning goals, as well as designing challenges to imitate students' future contacts and develop strategic communication abilities.

6.7 Dimension 7: The Sources of Instructional Materials

Be Critical Consumers of Existing Materials (Sunderland et al., 2000):

Develop an evaluation checklist collaboratively, focusing on prioritized norms, representation, and communicative success.

Make use of the checklist to compare content at different levels, contexts, settings, and timeframes.

Diversify the Source of Instructional Materials (Sunderland et al., 2000):

Use materials that illustrate multilingual English speakers in a variety of multicultural settings.

In resources for recognizing EIL, include a variety of Englishes, speakers, cultures, and norms.

Develop Contextually Relevant and Sensitive Materials for Diversity (Sunderland et al., 2000):

Encourage the development of contextually appropriate resources that teach about or advocate for diversity.

To portray variety, use resources such as TED/TEDx Talks, the Speech Accent Archive, and telecollaboration initiatives.

Teacher Talk Around the Text (Sunderland et al., 2000):

Even if the materials are not chosen, strategically mediate them by questioning ideological links.

Through debates, create dialogic spaces by problematizing ideologies in the book for critical understanding.

These tactics enable teachers to engage with materials critically and to foster various representations in English language teaching.

6.8 Dimension 8: Positioning of Other Languages and Cultures

Practical applications in multilingual-focused ELT necessitate a change away from deficit-based perspectives on other languages. In order to embrace students' linguistic repertoires, multilingual practices must be used in interactions, education, and evaluation. Teachers engage students profoundly through surveys, collaborative connections, and multilingual expressions, developing a cross-linguistic awareness known as 'pedagogical translanguaging.' These techniques, which include multimodal communication, improve language comprehension and authenticity, hence promoting educational success. Translanguaging extends to assessment procedures, which include multilingual instructions, resources, and feedback for a more holistic evaluation approach.

6.9 Dimension 9: Needs

Understanding, assessment, and reconciliation are central to practical applications in satisfying the different sociolinguistic requirements of English learners. Understanding entails externalizing learners' requirements via instruments such as surveys and interviews. This concept is used in assessment to link curricular goals with learners' context-based language demands, ensuring relevance. Disparities are addressed by the creation of personalized places and training for learners, such as specialized programs that build sociolinguistic awareness and domain-specific communication skills required in particular contexts.

The individual requires specialized training in three areas: (1) sociolinguistic awareness for intercultural communication through diverse English usage understanding; (2) revised expectations for intelligibility, credibility, and adaptability; and (3) domain-specific communication skills encompassing various accents, multilingual negotiation, and cultural nuances through textual, visual, and real-world exercises.

6.10 Dimension 10: The Goals of Learning

The transition from aspired 'native speaker' competence to welcoming multicompetent users of English as an International Language (EIL) drives practical applications in goal-setting. Understanding learners' diverse goals, which are influenced by identity and communities, has an impact on ELT decisions ranging from instructional variety to cultural representations. To respect and cater to individual choices within the glocal context of English, educators participate in intercultural interactions, narrative inquiries, and critical conversations.

6.11 Dimension 11: Assessment Criterion

Balancing autonomy in standardized assessments is difficult (Hu et al., 2012). Testing approaches aim to move away from traditional proficiency standards based on 'native' speaker norms (Rose et al., 2021). Commercial examinations, like as IELTS, incorporate a variety of Englishes but nevertheless focus on 'native' speaker standards (Rampton, 1990). Classroom-based assessments that are relevant to students' reality encourage relevant and glocal test designs that simulate real-life circumstances (McKay & Hinkel, 2011). Diverse accents, fair material, multilingual raters, and assessing strategic skill in interactive settings are all strategies.

6.12 Dimensions 12 and 13: Ideology and Theoretical Orientation

EIL challenges 'native speaker' notions and racial biases, redefining ELT conventions. Self-reflection, discussions, and activities addressing sociopolitical concerns related to language and identity are examples of practical uses. Educators create antiracist pedagogies by addressing ingrained norms and prejudices through critical lenses (Kubota, 2021; Matsuda & Friedrich, 2023; Motha, 2014; Pennycook, 2020b; Flores & Rosa, 2015; Von Esch et al., 2020; Piller & Cho, 2013).

6.13 Achieving a Meaningful Shift in ELT

A paradigm shift in ELT is seen in the growing English scene, creating a desire for novel techniques. Participants are encouraged to explore practical applications that match instruction with global language developments while also fulfilling local requirements. This transition necessitates that ELT professionals nurture creativity as a fundamental ability, adjusting to changing pedagogical needs. Rose and colleagues (2021)

7 Conclusion: Implementing and Documenting Innovation

This section demonstrates how English grew from colonial beginnings and economic domination to become a worldwide language franca. Political, commercial, and educational factors all contributed to the expansion. Today, English is a worldwide language that many people own and that many people use as a lingua franca. Global Englishes research informs language instruction and learning while questioning traditional 'native speaker' assumptions. It calls for an ELT paradigm shift to reflect the present sociolinguistic landscape of English.

7.1 Areas of Innovation

This review underlines the importance of curricular reform in ELT in response to changing requirements, criticizing the prevalent 'native speakerism' in language teaching (Holliday, 2006). The Global Englishes (GE) perspective emphasizes the dynamic aspect of language, arguing for a move from traditional to more flexible language views and curriculum orientations, prioritizing communication skills above native-like proficiency. It promotes curriculum changes across thirteen aspects in order to better prepare students for a globalized environment, highlighting the relevance of multilingualism and different English uses. Although theoretical frameworks such as TEIL, WE-informed ELT, and GELT provide promising insights, practical guidance and materials catering to these changes are lacking, hampered by barriers such as material scarcity, standard language ideology, and hiring biases favoring 'native' English-speaking teachers. To address these challenges, any curricular innovation must be based on a thorough understanding of context-specific demands.(Holliday, 2006; Galloway, 2011; Galloway & Rose, 2015)

7.2 Innovation Models

This study, like previous studies by Brown (1993) and Rose and Galloway (2019), used Rogers' diffusion of innovation model (1983) to describe the process of innovating ELT courses based on Global Englishes (GE) research. We identified major factors influencing innovation success, focusing on compatibility, relative advantage, complexity, trialability, and observability. Diffusion model, which was inspired by Rogers' subsequent work (2003), categorizes adopters as innovators, early adopters, and other groups, acknowledging the importance of these change agents in driving TEIL deployment. Teacher education surfaced as a key impediment, needing a shift in expectations as well as active contact to educators interested in TEIL developments. The goal is to empower these change agents by the sharing of successful practices, allowing them to influence successive adopters within or across suitable institutional settings. To encourage wider use, it is critical to highlight the relative benefits of TEIL and increase its visibility through professional discourse. While noting the underrepresentation of teachers' perspectives in TEIL literature, we see encouraging initiatives in places like Thailand that are increasing the visibility of local educators and informing the compatibility of TEIL in their environment. We hope that our work will inspire similar efforts around the world, linking research and practice to effect significant curricular change.(Brown, 1993; Rose & Galloway, 2019; Rogers, 1983, 2003; Rose & Montakantiwong, 2018; Boonsuk et al., 2020, 2021)

7.3 Researching and Reporting Innovation

Rose and Galloway (2019) propose a TEIL innovation paradigm, recommending further study and reporting on curricular innovations. Current research focuses on classroom-based and teacher education advances in EIL, WE, ELF, and GE, with an emphasis on retrospective and introspective approaches. However, little study has been conducted to measure TEIL's direct impact on learner growth, necessitating more action research and longitudinal studies. There are also few research on the long-term impacts of teacher education after graduation. Aside from research publications, distribution through accessible channels such as practitioner newsletters and conferences is critical for ELT stakeholders to increase TEIL's visibility. (Rose & Galloway, 2019; Fang & Ren, 2018; Marlina, 2013; Tardy et al., 2020; Biricik Deniz et al., 2020; Sifakis & Bayyurt, 2015; Cameron & Galloway, 2019; Galloway & Numajiri, 2020; Vettorel & Corrizzato, 2016; Sato & Loewen, 2019; McKinley, 2019)

7.3.1 Network Activities to Promote Future TEIL Innovation

Teachers continue to face difficulties due to a shortage of materials in TEIL. Initiatives such as the researcher-practitioner network (https://elinet.org.uk/) bring together GE researchers and ELT practitioners by providing teaching materials, seminars, and collaborative forums. This network intends to globalize curricula, enhance information exchange, and promote action research in order to break down barriers to innovation.

7.3.2 Final Thoughts: Moving Beyond Labels to Shared Ideas

TEIL frameworks, such as GELT, encourage ELT adaptation to changing student demands. TEIL is a flexible way to reevaluating practices and courses, not a rigid process. It is not an all-or-nothing reform because it favors student and context-centered decisions. Matsuda sees TEIL as a widespread, shared knowledge within ELT, a progressive process aided by today's connected and informed ELT community.

Appendix A: Checklist to Evaluate Quantitative and Qualitative Representations of Target Interlocutors in Instructional Materials

Circles, sociolinguistic traits, cultures, communities, social contexts, and speaking time are all quantitatively checked.

The qualitative side focuses on the portrayal of interlocutors, their roles, personalities, stereotypes, and conversation control.

Appendix B: The Ownership of English Continuum

Potential Topics for Discussion:

What factors impact your decision to locate yourself on the spectrum?

What factors influence your placement decision?

Consider your linguistic journey. Have your views on ownership evolved over time? What causes these shifts?

How much recognition or worth do others, such as interlocutors or resources, place on your position?

Appendix C: Identifying English Language Teachers: Raciolinguistic Perspectives

Request that students identify the 'native English-speaking teachers' from the persons in the following image: https://media.istockphoto.com/photos/headshot-portraits-of-diverse-smiling-people-picture-id949582374.

Encourage them to explain why they chose what they did.

Encourage students to start a critical conversation about the complexities of ethnic, linguistic, and professional identities.

Appendix D: Popular Opinions about Global Englishes

Instructions

Where Do You Stand on English as a Global Language?

Let us go on a thought-provoking self-assessment of the English language's role and reach. Use the scale below to indicate your position on each statement.

Scale of Agreeability

Mark a 'X' to signify your position, ranging from 'Strongly Disagree' to 'Strongly Agree.'

English is a global language.