Speaker
Description
This study focuses on the multilingual shift and Global English Language Teaching, which emphasise diverse English varieties and challenge native-speaker norms. Previous research indicates that exposure to diverse English speakers shifts both teachers' and learners' perspectives towards communication-focused usage. Building on these findings, this study examines Japanese private university students' attitudes towards diverse Englishes following instruction from teachers with varied linguistic backgrounds.
Keywords
Global English, Native-Speakerism
References
Cenoz, J., & Gorter, D. (2019). Multilingualism, translanguaging, and minority languages in SLA. The Modern Language Journal, 103, 130-135. https://doi.org/10.1111/modl.12529
Galloway, N. (2017). Global Englishes and Change in English Language Teaching: Attitudes and Impact (1st ed.). Routledge. https://doi.org/10.4324/9781315158983
Intachai, S., Prabjandee, D., & Kewara, P. (2025). Teachers for Global Englishes: Who will likely implement Global Englishes‐informed pedagogy in the classrooms? International Journal of Applied Linguistics. Advanced online publication. https://doi.org/10.1111/ijal.12804
Ito, Y. (2019). Japanese EFL learners’ perceptions of different accents in spoken English. Australian Journal of Applied Linguistics, (2), 61–83. https://doi.org/10.29140/ajal.v2n2.160
Short summary
This study focuses on the multilingual shift and Global English Language Teaching, which emphasise diverse English varieties and challenge native-speaker norms. Previous research indicates that exposure to diverse English speakers shifts both teachers' and learners' perspectives towards communication-focused usage. Building on these findings, this study examines Japanese private university students' attitudes towards diverse Englishes following instruction from teachers with varied linguistic backgrounds.
Abstract
The multilingual turn in research acknowledges diversity in the backgrounds of language learners and teachers (Cenoz & Gorter, 2019). Galloway (2017) proposes “Global English Language Teaching (GELT)” which accepts multiple English varieties worldwide and encourages learners and teachers to critically question linguistic ideologies, such as the dominance of “standard” English and native-speaker norms. Moreover, studies such as Intachai et al. (2025) indicate ways in which L2 English-speaking teachers can develop awareness that English is not a singular entity, moving away from a perfectionist native-speaker ideal in favour of practical communication. In Japan, studies indicate that learners have accent-based stereotypes that influence their grammaticality judgements, being more critical of heavy non-native accents while showing greater tolerance towards native accents (Ito, 2019). However, there has been a lack of studies of student attitudes toward Global English-speaking teachers. This study used a questionnaire survey conducted among students attending a private university in Japan. The questionnaire was primarily composed of Likert scale questions assessing students' self-evaluation of their English proficiency and their evaluation of native and non-native English-speaking teachers. Over 300 undergraduate students responded. This study not only identified Japanese students' attitudes towards English teachers from multiple backgrounds but also suggests that Japanese students may not actually understand the meaning of “native and non-native English speakers” and differences between these two groups.
| Scheduling preference | Anytime on Saturday |
|---|---|
| Title | Japanese University Students’ Attitudes toward English Diversity |