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Abstract

As diverse linguacultural users of English use English in different contexts, the language has evolved into diverse varieties. With this transformation, traditional English-as-a-foreign-language-oriented pedagogies with strict compliance to native English norms are directly challenged by Global Englishes pedagogies. However, with fewer studies on Global Englishes-oriented activities in English-as-a-foreign-language contexts, this qualitative study sought to critically examine in and out of classrooms global Englishes-oriented activities implemented by 10 Thai teachers in 5 universities in order to raise learners’ Global Englishes awareness. Data were collected from semi-structured interviews and analyzed using qualitative content analysis based on the Global Englishes Language Teaching framework. The participants reported implementing five main Global Englishes activities in their teaching practices, including: (a) student–foreigner classroom interaction; (b) Global Englishes video-based Englishes exposure; (c) on-campus meet and greet; (d) Global Englishes discourse topics presentation; and (e) watching English-language films. The participants observed that these activities, if implemented, could greatly increase the students’ awareness and acceptance of English diversity.

Keywords

Global Englishes Global Englishes language teaching Global Englishes awareness Global Englishes activities English-as-a-foreign-language-oriented pedagogies

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Global Englishes Pedagogical Activities for English-as-a-Foreign Language Settings and Beyond: Understanding Thai Teachers’ Practices

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