Speaker
Description
This study explores how Global Englishes (GE) materials can be incorporated into a textbook-based university EFL curriculum in Japan. Using a scaffolded approach, GE content was integrated alongside existing textbook units rather than replacing them. The study reports on learner responses to this integration, focusing on attitudes toward English variety, ownership, confidence, and classroom participation, and offers practical guidance for teachers seeking to introduce GE within curriculum constraints.
References
Galloway & Rose, 2019
Abstract
This study investigates the incorporation of Global Englishes (GE) into a textbook-based English as a Foreign Language (EFL) curriculum in a Japanese university context. Rather than replacing the prescribed textbook, the study responds to calls by Galloway and Rose (2019) for greater pedagogical scaffolding by embedding GE-informed materials alongside existing units and the activities. This approach reflects common institutional constraints faced by teachers wanting to incorporate Global English pedagogy while aiming to achieve the course and assesment objectives linked to a textbook.
The study focuses on both the process of the integration and its impact on lower-proficiency learners. Over an eight-week period, first-year university students engaged with GE materials highlighting diverse English varieties and communicative contexts. Data were collected through questionnaires and reflective classroom tasks to examine learners’ attitudes toward the acceptability of English varieties, their sense of ownership of English, and related changes in confidence and classroom engagement.
Findings suggest that carefully scaffolded GE integration can support learners in viewing their English as a legitimate means of communication without undermining textbook goals and objectives. The study also identifies practical strategies for incorporating GE into existing curricula, offering pedagogical insights for teachers seeking to implement Global Englishes within institutional and curricular constraints.
Keywords
Global Englishes, World Englishes , Native-Speaker-ism, Learner Identity
Short summary
This study explores how Global Englishes (GE) materials can be incorporated into a textbook-based university EFL curriculum in Japan. Using a scaffolded approach, GE content was integrated alongside existing textbook units rather than replacing them. The study reports on learner responses to this integration, focusing on attitudes toward English variety, ownership, confidence, and classroom participation, and offers practical guidance for teachers seeking to introduce GE within curriculum constraints.
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | Incorporating Global Englishes into a textbook-based curriculum. |