The increased global usage of English has understandably led to greater emphasis on how English is addressed in both second (e.g., U.K., U.S.) and foreign (e.g., China, Brazil) language learning contexts. Traditional models of English language teaching draw upon native English speaking (NES) norms, such as those characteristic of ‘American’ or ‘British’ English. However, pedagogical conceptualizations framed within English as an international language (EIL) or English as a lingua franca (ELF) have questioned a primary reliance on NES norms, and instead have emphasized exposing learners to English varieties, teaching communicative strategies, raising cultural awareness, and understanding the politics of global Englishes use. In this course, we review the practical considerations of implementing a globally-orientated approach to English language education in both second and foreign language classrooms. Course objectives include to:
- Define Global Englishes (inclusive of WE, EIL, ELF).
- Describe the communicative role English plays across both second and foreign language contexts, and how this relates to classroom practice.
- Reconceptualize the 4 language skills (reading, writing, listening, speaking) and how they might be addressed within a globally aware English language classroom.
- Recognize the importance of cultural awareness in Global Englishes contact and how such awareness can be fostered in the English language classroom.
- Review existing teacher training in and teacher awareness of a Global Englishes perspective.
- Designing a classroom-based research proposal with implications for Global Englishes pedagogy