“Oh, this person speaks English in this way; they ‘must be Thai’ or they ‘must be Chinese’”: Developing global Englishes awareness among Thai secondary ELT stakeholders

Abstract

Although the field of Global Englishes (GE) has grown, research involving secondary school students, teachers, and administrators remains scarce. This underrepresentation has created critical gaps in English language teaching (ELT) reform and the development of inclusive pedagogies. Addressing these gaps, this qualitative study explores the impact of GE awareness on ELT in Thailand's Deep South, drawing on the perspectives of 18 students, 9 teachers, and 9 administrators from 9 secondary schools. Data from the six-week Global Englishes Awareness Development Workshop, focus group discussions, and semi-structured interviews were analyzed using qualitative content analysis, identifying five themes: embracing global varieties vs. native norms, expressing identity through localized English, shifting perceptions toward linguistic equality, building confidence through diversity, and addressing linguistic discrimination. Findings show participants re-evaluated native-speaker ideologies, prioritizing intelligibility and meaningful communication while recognizing the value of diverse English varieties. Teachers and administrators stressed integrating these varieties into curricula to prepare learners for global communication. Challenges persist, including the dominance of native norms, biased assessments, and societal prejudices. This study highlights Global Englishes' potential to foster inclusivity and intercultural competence, calling for reforms in teacher training, curricula, and assessments to reflect English's global realities.