Draft:Global Englishes

Global Englishes (GE) is an area of applied linguistics concerned with the diversity and use of English in an increasingly globalised and multilingual world. The term is commonly used as an umbrella encompassing research on World Englishes (WE), English as an international language (EIL) and English as a lingua franca (ELF).[1] Global Englishes has also developed a substantial educational strand, generally referred to as Global Englishes Language Teaching (GELT).[2]

Global Englishes overlaps substantially with World Englishes, but the two terms are not generally treated as exact synonyms. Sadeghpour and D'Angelo describe World Englishes and Global Englishes as related paradigms with different historical and theoretical emphases, tracing World Englishes largely to scholarship associated with Braj Kachru and Larry E. Smith, and the emergence of Global Englishes partly through work in English as a lingua franca.[3] Global Englishes has subsequently been used as a broader umbrella bringing together scholarship in World Englishes, English as an international language and English as a lingua franca, while also drawing connections with multilingualism and translanguaging.[4]

Origins and development

Scholarship concerned with the global spread and use of English developed through several overlapping traditions, including World Englishes, English as an international language and English as a lingua franca. The term Global Englishes became increasingly established as a broader organising label during the 2010s, reflecting growing interest in bringing these related areas of research into closer dialogue.[4]

An important development was the publication of the third edition of Jennifer Jenkins's textbook Global Englishes: A Resource Book for Students in 2014. The first two editions had been published under the title World Englishes, while the revised title accompanied a broader treatment of English use beyond nationally defined varieties, including work on English as a lingua franca.[5] In 2015, Nicola Galloway and Heath Rose published Introducing Global Englishes, which brought together research associated with World Englishes, English as a lingua franca and English as an international language within a Global Englishes framework.[6]

The scope of Global Englishes has continued to develop, and its status as an umbrella term has itself become a subject of debate. Some scholars have argued that it can facilitate greater interaction among historically separate research traditions, while also questioning whether establishing another overarching label risks reproducing the disciplinary divisions it seeks to overcome.[4]

Global Englishes Language Teaching

The pedagogical implications of Global Englishes have developed into an area commonly referred to as Global Englishes Language Teaching (GELT). GELT considers how English language teaching might respond to the diverse ways in which English is used internationally and multilingually, including questions concerning teaching models, curriculum design, materials, assessment and teacher education.[2]

Research on GELT has examined both proposals for curriculum change and the practical challenges involved in implementing them. Studies have reported continuing attachment to established native-speaker norms among teachers and learners, alongside interest in incorporating a wider range of Englishes and uses of English into language education.[7]

GELT has subsequently become a substantial area of empirical research. A 2026 scoping review identified 96 empirical studies published between 2020 and 2025, covering areas including classroom practices, teacher education, teaching materials, learner and teacher identities, technology, language assessment and teacher recruitment.[8]

Debates and criticism

The scope and status of Global Englishes remain contested. One area of debate concerns whether Global Englishes is best understood as an umbrella bringing together established research traditions or as one of several overlapping paradigms concerned with the global use of English. Galloway argues that the term was introduced to connect scholarship in World Englishes, English as an international language and English as a lingua franca, while acknowledging that the creation of another overarching label may itself contribute to the disciplinary divisions it seeks to address.[4] Sadeghpour and D'Angelo offer a different account of the relationship between these traditions, emphasising the historical development of World Englishes and English as an international language from the work of Kachru and Smith and associating the more recent development of Global Englishes particularly with research in English as a lingua franca.[3]

A further debate concerns the application of Global Englishes to language education. Research in Global Englishes Language Teaching has questioned the continued dominance of native-speaker norms and explored greater recognition of linguistic diversity and multilingual communication in English language curricula. Implementation can be complicated, however, by established institutional practices, assessment systems and expectations among teachers and learners.[7] These tensions have contributed to continuing discussion about how far Global Englishes should function as a distinct academic paradigm and how its principles can be translated into different educational contexts.[4][7]

See also

References

  1. ^ Baker, Will; Fang, Fan; Gimenez, Telma (29 May 2026). "Global Englishes: Research agendas and tasks in English as a lingua franca". Language Teaching: 1–19. doi:10.1017/S0261444826101281.
  2. ^ a b Rose, Heath; Galloway, Nicola (2019). Global Englishes for Language Teaching. Cambridge University Press. doi:10.1017/9781316678343.
  3. ^ a b Sadeghpour, Marzieh; D'Angelo, James (2022). "World Englishes and 'Global Englishes': competing or complementary paradigms?". Asian Englishes. 24 (2): 211–221. doi:10.1080/13488678.2022.2076368.
  4. ^ a b c d e Galloway, Nicola (2025). "What's in a Name? Global Englishes—An Umbrella Term to Address Silo Mentality or a Misunderstood Paradigm Reinforcing Silos?". TESOL Quarterly. 59 (1): 24–48. doi:10.1002/tesq.3337.
  5. ^ Jenkins, Jennifer (2014). Global Englishes: A Resource Book for Students (3rd ed.). Routledge. ISBN 9780415638449.
  6. ^ Galloway, Nicola; Rose, Heath (2015). Introducing Global Englishes. Routledge. ISBN 9780415835329.
  7. ^ a b c Galloway, Nicola; Numajiri, Takuya (2020). "Global Englishes Language Teaching: Bottom-up Curriculum Implementation". TESOL Quarterly. 54 (1): 118–145. doi:10.1002/tesq.547.
  8. ^ Chen, Yifeng; Zhang, Hong; Chen, Xilu (2026). "A scoping review of Global Englishes Language Teaching research from 2020 to 2025: Mapping trends, tensions, and adaptations". System. 141 104105. doi:10.1016/j.system.2026.104105.

Content Disclaimer

Informasi ini disarikan dari Wikipedia dan disajikan kembali untuk tujuan edukasi. Konten tersedia di bawah lisensi CC BY-SA 3.0. Kami tidak bertanggung jawab atas ketidakakuratan data yang bersumber dari kontribusi publik tersebut.

  1. The information displayed on this website is sourced in part or in whole from Wikipedia and has been adapted for the purpose of restating it. We strive to provide accurate and relevant information, however:
  2. There is no guarantee of absolute accuracy. Wikipedia is an open, collaborative project that can be edited by anyone, so information is subject to change.
  3. It is not intended to constitute professional advice. The content displayed is for informational and educational purposes only. For important decisions (e.g., medical, legal, or financial), please consult a professional.
  4. Content copyright. Wikipedia is licensed under the Creative Commons Attribution-ShareAlike License (CC BY-SA). This means that content may be reused with appropriate attribution and shared under a similar license.
  5. Responsible use. Any risk arising from the use of information from this website is entirely the responsibility of the user.