Embracing Global Englishes approach to teaching multilingual writing via EIL-aware Teacher Education

Abstract

This paper responds to Christine Tardy’s observation of multilingual writing teachers’ lack of engagement with scholarship on writing pedagogy with the Global Englishes orientation. It explores how the EIL-aware Teacher Education framework can be applied to multilingual writing teacher development, with the aim of preparing practitioners to teach writing through the Global Englishes lens. Specifically, it illustrates how teachers can be supported through three interconnected phases – Exposure, Critical Awareness, and Action Plan – that progressively foster reflection, awareness, and pedagogical transformation. It concludes with a discussion of challenges and reflections, highlighting the need to move beyond the academic sphere to realise a more pluricentric and context-sensitive approach to writing pedagogy.