A Comparative Case Study of GELT Implementation in U.S.‐Based University English Language Programs

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2024-04-15 DOI:10.1002/tesq.3322

Dustin Crowther, Akiko Doyama, Milang Shin, Betsy Gilliland

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引用次数: 0

Abstract

The increased global use of English has brought calls for a reconceptualization of English language teaching (ELT). Despite several frameworks for implementing Global Englishes (GE) into ELT, little research considers the effects of curriculum intervention or how such intervention varies across contexts. Addressing this gap, this comparative case study examines two graduate‐level English language instructors who completed a ‘GE Pedagogies’ course in fall 2022 and implemented the skills gained in their spring 2023 teaching. Data was elicited through teacher research, with an analytical emphasis on the teachers' reflection journals. We present a narrative for each teacher that describes their processes for implementing GE into their courses. Comparative analysis of the two narratives indicated that despite a shared goal to raise students' awareness of GE and develop intercultural communication skills, one teacher's practices were more limited due to the specific needs of her course. As such, she had to pursue GE goals through somewhat different means. Our findings indicate that while implementing GE into ELT is indeed possible, flexibility in reference to how this is done is required.

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美国大学英语课程实施 GELT 的比较案例研究

英语在全球范围内的使用日益增多，要求对英语语言教学（ELT）进行重新构思。尽管在英语语言教学中实施全球英语（GE）有多个框架，但很少有研究考虑课程干预的效果或这种干预在不同情况下的差异。针对这一空白，本比较案例研究考察了两位研究生水平的英语教师，他们在 2022 年秋季完成了 "全球英语教学法 "课程，并在 2023 年春季的教学中实施了所学技能。我们通过教师研究收集数据，重点分析教师的反思日志。我们为每位教师提供了一份叙述，描述了他们在课程中实施通用教育的过程。对这两篇叙述的比较分析表明，尽管提高学生对通用教育的认识和培养跨文化交流技能是两位教师的共同目标，但其中一位教师的做法因其课程的特殊需要而受到更多限制。因此，她不得不通过一些不同的手段来实现全球通用目标。我们的研究结果表明，虽然在英语语言教学中实施全球通用确实是可能的，但需要灵活地考虑实施的方式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.