“Teacher, I Don't Know How to Describe ‘Tom Yum Kung’ in English, but I Know ‘Hamburger’ and ‘Pizza’:” Will Global Englishes Language Teaching be a Beacon of Hope or a Recipe for Disaster in Thai ELT?

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Yusop Boonsuk
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引用次数: 0

Abstract

The emerging linguistic landscape of English as a global language calls for practitioners in Teachers of English to Speakers of Other Languages (TESOL) to move beyond monolingual instruction and adopt a more plurilingual pedagogy. Despite substantial research on implementing global Englishes language teaching (GELT) across the three circles, a research gap persists, especially in secondary education. To bridge the gap, this qualitative study explored the possibility of GELT integration in English classrooms from the lens of 18 students, nine teachers, and nine administrators at nine secondary schools in southern Thailand through focus group discussions and semi-structured interviews. The data from the qualitative content analysis revealed participants’ positive perceptions of GELT since it was viewed as instrumental in preparing learners to take a practical approach when utilizing English beyond specific forms and norms. However, challenges remained in establishing GELT, especially in contexts dominated by native-speakerism and linguistic imperialism ideologies. Achieving this goal demands coordinated efforts among TESOL practitioners at all levels. These initiatives involve both policymakers who shape English education through top-down directives and educators, who implement these strategies from the bottom up. The success of this collaboration is critical in revisiting English learning aims, repositioning English proficiency assessment, embracing sociocultural relevance in ELT, introducing translanguaging pedagogy for ELT, and redefining English instructional models to reflect the global diversity of English more accurately.

“老师,我不知道如何用英语描述‘冬阴功’,但我知道‘汉堡’和‘披萨’:”全球英语教学是希望的灯塔还是泰国英语教学的灾难配方?
英语作为一门全球语言的新兴语言景观要求英语教师(TESOL)的从业者超越单语教学,采用更多的多语教学法。尽管在这三个领域对实施全球英语教学进行了大量研究,但研究差距仍然存在,特别是在中等教育领域。为了弥补这一差距,本定性研究通过焦点小组讨论和半结构化访谈,从泰国南部9所中学的18名学生、9名教师和9名管理人员的角度探讨了在英语课堂中融入GELT的可能性。定性内容分析的数据揭示了参与者对GELT的积极看法,因为它被视为帮助学习者在使用特定形式和规范之外的英语时采取实用方法的工具。然而,建立外语教学仍然面临挑战,特别是在母语主义和语言帝国主义意识形态主导的背景下。实现这一目标需要各级TESOL从业者的协调努力。这些举措既包括决策者,他们通过自上而下的指令塑造英语教育,也包括教育者,他们自下而上地实施这些策略。这一合作的成功对于重新审视英语学习目标、重新定位英语水平评估、在英语教学中融入社会文化相关性、在英语教学中引入跨语言教学法以及重新定义英语教学模式以更准确地反映英语的全球多样性至关重要。
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
CiteScore
3.30
自引率
0.00%
发文量
40
期刊介绍: The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.
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