Hostname: page-component-745bb68f8f-cphqk Total loading time: 0 Render date: 2025-02-05T14:22:57.515Z Has data issue: false hasContentIssue false
  • English
  • Français

Global Englishes and language teaching: A review of pedagogical research

Published online by Cambridge University Press:  09 November 2020

Heath Rose ,
Jim McKinley  and
Nicola Galloway
Heath Rose*
Affiliation:
Department of Education, University of Oxford, UK
Jim McKinley
Affiliation:
Institute of Education, University College London, UK
Nicola Galloway
Affiliation:
School of Education, University of Glasgow, UK
*
*Corresponding author. Email: heath.rose@education.ox.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

The rise of English as a global language has led scholars to call for a paradigm shift in the field of English language teaching (ELT) to match the new sociolinguistic landscape of the twenty-first century. In recent years a considerable amount of classroom-based research and language teacher education (LTE) research has emerged to investigate these proposals in practice. This paper outlines key proposals for change in language teaching from the related fields of World Englishes (WE), English as a lingua franca (ELF), English as an international language (EIL), and Global Englishes, and critically reviews the growing body of pedagogical research conducted within these domains. Adopting the methodology of a systematic review, 58 empirical articles published between 2010 and 2020 were shortlisted, of which 38 were given an in-depth critical review and contextualized within a wider body of literature. Synthesis of classroom research suggests a current lack of longitudinal designs, an underuse of direct measures to explore the effects of classroom interventions, and under-representation of contexts outside of university language classrooms. Synthesis of teacher education research suggests future studies need to adopt more robust methodological designs which measure the effects of Global Englishes content on teacher beliefs and pedagogical practices both before and throughout the programme, and after teachers return to the classroom.

Type
State-of-the-Art Article
Information
Language Teaching , Volume 54 , Issue 2 , April 2021 , pp. 157 - 189
Check for updates
Copyright
Copyright © The Author(s) 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ahn, S.-Y., & Kang, H.-S. (2017). South Korean university students’ perceptions of different English varieties and their contribution to the learning of English as a foreign language. Journal of Multilingual & Multicultural Development, 38(8), 712–725.CrossRefGoogle Scholar
Ali, S. (2009). Teaching English as an international language (EIL) in the Gulf Corporation Council (GCC) countries: The brown man's burden. In Sharifian, F. (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 34–57). Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Ali, Z. (2015). The prospect and potential challenges of teaching Englishes in Pakistan. Asian Englishes, 17(2), 152–169.CrossRefGoogle Scholar
Alsagoff, L., McKay, S. L., Hu, G., & Renandya, W. A. (Eds.). (2012). Principles and practices of teaching English as an international language. Bristol, UK: Routledge.CrossRefGoogle Scholar
Ates, B., Eslami, Z. R., & Wright, K. L. (2015). Incorporating World Englishes into undergraduate ESL education courses. World Englishes, 34(3), 485–501.CrossRefGoogle Scholar
Baker, W. (2009). The cultures of English as a lingua franca. TESOL Quarterly, 43(4), 567–592.CrossRefGoogle Scholar
Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62–70.Google Scholar
Baker, W. (2015). Culture and complexity through English as a lingua franca: Rethinking competences and pedagogy in ELT. Journal of English as a Lingua Franca, 4(1), 9–30.Google Scholar
Bayyurt, Y., & Sifakis, N. C. (2015a). Developing an ELF-aware pedagogy: Insights from a self-education programme. In Vettorel, P. (Ed.), New frontiers in teaching and learning English (pp. 55–76). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.Google Scholar
Bayyurt, Y., & Sifakis, N. C. (2015b). ELF-aware in-service teacher education: A transformative perspective. In Bowles, H. & Cogo, A. (Eds.), International perspectives on English as a lingua franca: Pedagogical insights (pp. 117–135). London, UK: Palgrave Macmillan.CrossRefGoogle Scholar
Biricik Deniz, E. (2017). A case study on ELF-aware pre-service language teacher education model: Theory into practice (Unpublished doctoral thesis). Çukurova University, Adana, Turkey.Google Scholar
Biricik Deniz, E., Özkan, Y., & Bayyurt, Y. (2020). ELF-awareness in pre-service English language teacher education: A case study from Turkey. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(2), 270–284.Google Scholar
Blair, A. (2015). Evolving a post-native, multilingual model for ELF-aware teacher education. In Bayyurt, Y. & Akcan, S. (Eds.), Current perspectives on pedagogy for English as a lingua franca (pp. 89–102). Berlin, Munich, Germany/Boston, MA: De Gruyter Mouton.Google Scholar
Bokor, M. J. K. (2011). Connecting with the ‘Other’ in technical communication: World Englishes and ethos transformation of U.S. native English-speaking students. Technical Communication Quarterly, 20(2), 208–237.CrossRefGoogle Scholar
Borg, S. (2018). Teachers’ beliefs and classroom practices. In Garrett, P. & Cots, J. M. (Eds.), The Routledge handbook of language awareness (pp. 75–91). Abingdon, UK: Routledge.Google Scholar
Bozoglan, H., & Gok, D. (2017). Effect of mobile-assisted dialect awareness training on the dialect attitudes of prospective English language teachers. Journal of Multilingual and Multicultural Development, 38(9), 772–787.CrossRefGoogle Scholar
Braine, G. (Ed.). (1999). Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Brown, K. (1993). World Englishes in TESOL programs: An infusion model of curricular innovation. World Englishes, 12(1), 59–73.CrossRefGoogle Scholar
Buckingham, L. (2015). Shades of cosmopolitanism: EFL teachers’ perspectives on English accents and pronunciation teaching in the Gulf. Journal of Multilingual and Multicultural Development, 36(6), 638–653.CrossRefGoogle Scholar
Bueno-Alastuey, M. C., & Kleban, M. (2016). Matching linguistic and pedagogical objectives in a telecollaboration project: A case study. Computer Assisted Language Learning, 29(1), 148–166.CrossRefGoogle Scholar
Cameron, A., & Galloway, N. (2019). Local thoughts on global ideas: Pre- and in-service TESOL practitioners’ attitudes to the pedagogical implications of the globalization of English. RELC Journal, 50(1), 149–163.CrossRefGoogle Scholar
Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. Abingdon, UK: Routledge.CrossRefGoogle Scholar
Chang, Y.-J. (2014). Learning English today: What can world Englishes teach college students in Taiwan? English Today, 30(1), 21–27.CrossRefGoogle Scholar
Cook, V. (2016). Premises of multicompetence. In Cook, V. & Wei, L. (Eds.), The Cambridge handbook of linguistic multicompetence (pp. 1–25). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Dewey, M. (2012). Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a Lingua Franca, 1(1), 141–170.CrossRefGoogle Scholar
Dewey, M. (2014). Pedagogic criticality and English as a lingua franca. Atlantis Journal of the Spanish Association of Anglo-American Studies, 36(2), 11–30.Google Scholar
Dewey, M. (2015a). ELF, teacher knowledge and professional development. In Bowles, H. & Cogo, A. (Eds.), International perspectives on English as a lingua franca: Pedagogical insights (pp. 176–193). Basingstoke, UK: Palgrave Macmillan.CrossRefGoogle Scholar
Dewey, M. (2015b). Time to wake up some dogs! Shifting the culture of language in ELT. In Bayyurt, Y. & Akcan, S. (Eds.), Current perspectives on pedagogy for English as a lingua franca (pp. 121–134). Berlin, Germany: De Gruyter Mouton.Google Scholar
Dewey, M., & Patsko, L. (2018). ELF and teacher education. In Jenkins, J., Baker, W., & Dewey, M. (Eds.), The Routledge handbook of English as a lingua franca (pp. 441–455). Abingdon, UK: Routledge.Google Scholar
Eslami, Z., Moody, S., & Pashmforoosh, R. (2019). Educating pre-service teachers about World Englishes: Instructional activities and teachers’ perceptions. TESL-EJ, 22(4), 1–17.Google Scholar
Fang, F. (2011). International cultures in the framework of World Englishes: What should EFL teachers do? Journal of Asia TEFL, 8(1), 111–137.Google Scholar
Fang, F., & Ren, W. (2018). Developing students’ awareness of Global Englishes. ELT Journal, 72(4), 384–394.CrossRefGoogle Scholar
Fang, F., & Widodo, H. P. (Eds.). (2019). Critical perspectives on Global Englishes in Asia. Bristol, UK: Multilingual Matters.Google Scholar
Galloway, N. (2011). An investigation of Japanese university students’ attitudes towards English (Unpublished doctoral dissertation). University of Southampton.Google Scholar
Galloway, N. (2013). Global Englishes and English language teaching (ELT): Bridging the gap between theory and practice in a Japanese context. System, 41(3), 786–803.CrossRefGoogle Scholar
Galloway, N. (2017). Global Englishes and change in English language teaching: Attitudes and impact. Abingdon, UK: Routledge.CrossRefGoogle Scholar
Galloway, N., & Numajiri, T. (2020). Global Englishes language teaching: Bottom-up curriculum implementation. TESOL Quarterly, 54(1), 118–145.CrossRefGoogle Scholar
Galloway, N., & Rose, H. (2014). Using listening journals to raise awareness of Global Englishes in ELT. ELT Journal, 68(4), 386–396.CrossRefGoogle Scholar
Galloway, N., & Rose, H. (2015). Introducing Global Englishes. Abingdon, UK: Routledge.CrossRefGoogle Scholar
Galloway, N., & Rose, H. (2018). Incorporating Global Englishes into the ELT Classroom. ELT Journal, 72(1), 3–14.CrossRefGoogle Scholar
García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.Google Scholar
Gass, S., & Varonis, E. M. (1984). The effect of familiarity on the comprehensibility of nonnative speech. Language Learning, 34(1), 65–87.CrossRefGoogle Scholar
Gough, D., Oliver, S., & Thomas, J. (2017). Introducing systematic reviews. In Gough, D., Oliver, S., & Thomas, J. (Eds.), An introduction to systematic reviews (2nd ed., pp. 1–18). Los Angeles, CA: Sage.Google Scholar
Haberland, H. (2011). Ownership and maintenance of a language in transnational use: Should we leave our lingua franca alone? Journal of Pragmatics, 43(4), 937–949.CrossRefGoogle Scholar
He, D., & Zhang, Q. (2010). Native speaker norms and China English: From the perspective of learners and teachers in China. TESOL Quarterly, 44(4), 769–789.CrossRefGoogle Scholar
Hino, N. (2018). EIL educations for the expanding circle: A Japanese model. New York, NY: Routledge.CrossRefGoogle Scholar
Jenkins, J. (2006a). Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16(2), 137–162.CrossRefGoogle Scholar
Jenkins, J. (2006b). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157–181.CrossRefGoogle Scholar
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford, UK: Oxford University Press.Google Scholar
Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281–315.CrossRefGoogle Scholar
Juan-Garau, M., & Jacob, K. (2015). Developing English learners’ transcultural skills through content- and task-based lessons. System, 54, 55–68.CrossRefGoogle Scholar
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In Quirk, R. & Widdowson, H. G. (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11–30). Cambridge, UK: Cambridge University Press.Google Scholar
Kachru, B. B. (1992a). Teaching World Englishes: The other tongue. Urbana, IL: University of Illinois Press.Google Scholar
Kachru, B. B. (1992b). World Englishes: Approaches, issues and resources. Language Teaching, 25(1), 1–14.CrossRefGoogle Scholar
Kachru, B. B., Kachru, Y., & Nelson, C. L. (Eds.). (2006). The handbook of World Englishes. Malden, MA: Blackwell.Google Scholar
Ke, I.-C., & Cahyani, H. (2014). Learning to become users of English as a lingua franca (ELF): How ELF online communication affects Taiwanese learners’ beliefs of English. System, 46, 28–38.CrossRefGoogle Scholar
Ke, I.-C., & Suzuki, T. (2011). Teaching global English with NNS-NNS online communication. Journal of Asia TEFL, 8(2), 169–188.Google Scholar
Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge, UK: Cambridge University Press.Google Scholar
Kirkpatrick, A. (2012). English as an Asian lingua franca: The’“lingua franca approach’ and implications for language education policy. Journal of English as a Lingua Franca, 1(1), 121–139.CrossRefGoogle Scholar
Kohn, K., & Hoffstaedter, P. (2017). Learner agency and non-native speaker identity in pedagogical lingua franca conversations: Insights from intercultural telecollaboration in foreign language education. Computer Assisted Language Learning, 30(5), 351–367.CrossRefGoogle Scholar
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, CT: Yale University Press.Google Scholar
Kumaravadivelu, B. (2012). Individual identity, cultural globalization and teaching English as an international language: The case for an epistemic break. In Alsagoff, L., McKay, S. L., Hu, G., & Renandya, W. A. (Eds.), Teaching English as an international language: Principles and practices (pp. 9–27). New York, NY: Routledge.Google Scholar
Lanvers, U., Hultgren, K., & Gayton, A. M. (2019). ‘People can be smarter with two languages’: Changing anglophone students’ attitudes to language learning through teaching linguistics. Language Learning Journal, 47(1), 88–104.CrossRefGoogle Scholar
Lee, J. S. (2019). Teacher as change agent: Attitude change toward varieties of English through teaching English as an international language. Asian Englishes, 21(1), 87–102.CrossRefGoogle Scholar
Lee, J. S., & Lee, K. (2019a). Informal digital learning of English and English as an international language: The path less traveled. British Journal of Educational Technology, 50(3), 1447–1461.CrossRefGoogle Scholar
Lee, J. S., & Lee, K. (2019b). Perceptions of English as an international language by Korean English-major and non-English-major students. Journal of Multilingual and Multicultural Development, 40(1), 76–89.CrossRefGoogle Scholar
Lee, J. S., Lee, K., & Drajati, N. A. (2019). Preservice English teachers’ perceptions of English as an international language in Indonesia and Korea. Journal of Multilingual and Multicultural Development, 40(3), 230–243.CrossRefGoogle Scholar
Lee, J. S., Nakamura, Y., & Sadler, R. (2018). Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions toward English as an international language (EIL). ReCALL, 30(3), 319–336.CrossRefGoogle Scholar
Lin, A. (2013). Toward paradigmatic change in TESOL methodologies: Building plurilingual pedagogies from the ground up. TESOL Quarterly, 47(3), 521–545.CrossRefGoogle Scholar
Love, M. C. (2013). Carving critical spaces in high-stakes systems through materials analysis workshops. Journal of Asia TEFL, 10(3), 103–131.Google Scholar
Lwin, S. M., & Marlina, R. (2018). Using folktales as a way to operationalise the paradigm of teaching English as an international language. Asian Englishes, 20(3), 206–219.Google Scholar
Macaro, E. (2020). Systematic reviews in applied linguistics. In McKinley, J. & Rose, H. (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 230–239). Abingdon, UK: Routledge.Google Scholar
Marlina, R. (2013). Learning about English as an international language in Australia from three students’ perspectives. Asian EFL Journal, 15(3), 201–228.Google Scholar
Marlina, R. (2018). Teaching English as an international language: Implementing, reviewing, and re-envisioning World Englishes in language education. Abingdon, UK: Routledge.Google Scholar
Marsden, E., Mackey, A., & Plonsky, L. (2016). The IRIS Repository: Advancing research practice and methodology. In Mackey, A. & Marsden, E. (Eds.), Advancing methodology and practice: The IRIS Repository of Instruments for Research into Second Languages (pp. 1–21). New York, NY: Routledge.Google Scholar
Matsuda, A. (Ed.). (2012). Principles and practices of teaching English as an international language. Bristol, UK: Multilingual Matters.Google Scholar
Matsuda, A. (Ed.). (2017). Preparing teachers to teach English as an international language. Bristol, UK: Multilingual Matters.Google Scholar
Matsuda, A. (2019). World Englishes in English language teaching: Kachru's six fallacies and the TEIL paradigm. World Englishes, 38(1–2), 144–154.CrossRefGoogle Scholar
Matsuda, A., & Friedrich, P. (2011). English as an international language: A curriculum blueprint. World Englishes, 30(3), 332–344.CrossRefGoogle Scholar
Matsuda, A., & Friedrich, P. (2012). Selecting an instructional variety for an EIL curriculum. In Matsuda, A. (Ed.), Principles and practices of teaching English as an international language (pp. 17–27). Bristol, UK: Multilingual Matters.Google Scholar
May, S. (2014). Introducing the ‘Multilingual Turn’. In May, S. (Ed.), The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education (pp. 1–6). New York, NY: Routledge.Google Scholar
McCorkle, B., Halasek, K., Clinnin, K., & Selfe, C. L. (2016). Negotiating World Englishes in a writing-based MOOC. Composition Studies, 44(1), 53–71.Google Scholar
McKay, S. L. (2012). Teaching materials for English as an international language. In Matsuda, A. (Ed.), Principles and practices of teaching English as an international language (pp. 70–83). Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
McKay, S. L., & Brown, J. D. (2016). Teaching and assessing EIL in local contexts around the world. New York, NY: Routledge.Google Scholar
McKinley, J. (2019). Evolving the TESOL teaching-research nexus. TESOL Quarterly, 53(3), 875–884.Google Scholar
Milliner, B., & Dimoski, B. (2019). Explicit listening strategy training for ELF learners. Journal of Asia TEFL, 16(3), 833–859.Google Scholar
Ouzzani, M., Hammady, H., Fedorowicz, Z., & Elmagarmid, A. (2016). Rayyan: A web and mobile app for systematic reviews. Systematic Reviews, 5(1), 210CrossRefGoogle ScholarPubMed
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Malden, MA: John Wiley & Sons.CrossRefGoogle Scholar
Porter, W. W., & Graham, C. R. (2016). Institutional drivers and barriers to faculty adoption of blended learning in higher education. British Journal of Educational Technology, 47(4), 748–762.Google Scholar
Prabjandee, D. (2020). Teacher professional development to implement Global Englishes language teaching. Asian Englishes, 22(1), 52–67.CrossRefGoogle Scholar
Rahimi, M., & Ruzrokh, S. (2016). The impact of teaching lingua franca core on English as a foreign language learners’ intelligibility and attitudes towards English pronunciation. Asian Englishes, 18(2), 141–156.CrossRefGoogle Scholar
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Rogers, E. M. (1983). Diffusion of innovations (3rd ed.). New York, NY: Free Press.Google Scholar
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.Google Scholar
Rose, H., Briggs, J. G., Boggs, J. A., Sergio, L., & Ivanova-Slavianskaia, N. (2018). A systematic review of language learner strategy research in the face of self-regulation. System, 72, 151–163.CrossRefGoogle Scholar
Rose, H., & Galloway, N. (2017). Debating standard language ideology in the classroom: Using the ‘Speak Good English Movement’ to raise awareness of Global Englishes. RELC Journal, 48(3), 294–301.CrossRefGoogle Scholar
Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Rose, H., & Montakantiwong, A. (2018). A tale of two teachers: A duoethnography of the realistic and idealistic successes and failures of teaching English as an international language. RELC Journal, 49(1), 88–101.CrossRefGoogle Scholar
Rosenhan, C., & Galloway, N. (2019). Creativity, self-reflection and subversion: Poetry writing for Global Englishes awareness raising. System, 84, 1–13.CrossRefGoogle Scholar
Seargeant, P. (2009). The idea of English in Japan: Ideology and the evolution of a global language. Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford, UK: Oxford University Press.Google Scholar
Sert, S., & Özkan, Y. (2020). Implementing ELF-informed activities in an elementary level English preparatory classroom. Multicultural Learning and Teaching, 15(1), 1–15.Google Scholar
Sifakis, N., & Tsantila, N. (Eds.). (2019). English as a lingua franca for EFL contexts. Bristol, UK: Multilingual Matters.Google Scholar
Sifakis, N. C. (2014). ELF awareness as an opportunity for change: A transformative perspective for ESOL teacher education. Journal of English as a Lingua Franca, 3(2), 317–335.CrossRefGoogle Scholar
Sifakis, N. C. (2019). ELF awareness in English language teaching: Principles and processes. Applied Linguistics, 40(2), 288–306.CrossRefGoogle Scholar
Sifakis, N. C., & Bayyurt, Y. (2015). Insights from ELF and WE in teacher training in Greece and Turkey. World Englishes, 34(3), 471–484.CrossRefGoogle Scholar
Sifakis, N. C., & Bayyurt, Y. (2018). ELF-aware teacher education and development. In Jenkins, J., Baker, W., & Dewey, M. (Eds.), The Routledge handbook of English as a lingua franca (pp. 456–467). Abingdon, UK: Routledge.Google Scholar
Smith, L. E. (1976). English as an international auxiliary language. RELC Journal, 7(2), 38–42.Google Scholar
Smith, L. E., & Nelson, C. L. (1985). International intelligibility of English: Directions and resources. World Englishes, 4(3), 333–342.CrossRefGoogle Scholar
Sung, C. C. M. (2015). Implementing a Global Englishes component in a university English course in Hong Kong. English Today, 31(4), 42–49.CrossRefGoogle Scholar
Sung, C. C. M. (2016). Exposure to multiple accents of English in the English language teaching classroom: From second language learners’ perspectives. Innovation in Language Learning & Teaching, 10(3), 190–205.CrossRefGoogle Scholar
Sung, C. C. M. (2018). Out-of-class communication and awareness of English as a lingua franca. ELT Journal, 72(1), 15–25.CrossRefGoogle Scholar
Suzuki, A. (2011). Introducing diversity of English into ELT: Student teachers’ responses. ELT Journal, 65(2), 145–153.CrossRefGoogle Scholar
Syrbe, M., & Rose, H. (2018). An evaluation of the global orientation of English textbooks in Germany. Innovation in Language Learning and Teaching, 12(2), 152–163.CrossRefGoogle Scholar
Takahashi, R. (2017). Attitudes of Japanese learners and teachers of English towards non-standard English in coursebooks. Changing English, 24(1), 42–52.CrossRefGoogle Scholar
Tardy, C. M., Reed, K., Slinkard, J. R., & LaMance, R. (2020). Exploring Global Englishes content and language variation in an academic writing course. TESOL Journal, e520, 1–11. doi:10.1002/tesj.520Google Scholar
Teixeira, A., & Pozzi, R. (2014). Introducing English as an international language in the Inner-Circle classroom: Exploring World Englishes. CATESOL Journal, 26(1), 50–59.Google Scholar
Vavrus, F. K. (1991). When paradigms clash: The role of institutionalized varieties in language teacher education. World Englishes, 10(2), 181–195.CrossRefGoogle Scholar
Verzella, M., & Tommaso, L. (2014). Learning to write for an international audience through cross-cultural collaboration and text-negotiation. Changing English, 21(4), 310–321.CrossRefGoogle Scholar
Vettorel, P., & Corrizzato, S. (2016). Fostering awareness of the pedagogical implications of World Englishes and ELF in teacher education in Italy. Studies in Second Language Learning and Teaching, 6(3), 487–511.Google Scholar
Widdowson, H. G. (2012). ELF and the inconvenience of established concepts. Journal of English as a Lingua Franca, 1(1), 5–26.CrossRefGoogle Scholar
Xu, Z. (2018). Exploring English as an International Language: Curriculum, materials and pedagogical strategies. RELC Journal, 49(1), 102–118.CrossRefGoogle Scholar
Yu, M. H. (2018). Exploring the orientation and use of textbook lingua-cultural resources to teach and learn English for lingua franca communication. Asia-Pacific Education Researcher, 27(4), 257–266.CrossRefGoogle Scholar
Zacharias, N. T. (2016). Exploring identity construction of student teachers practicing ELF pedagogy in a microteaching course. Journal of Asian Pacific Communication, 26(2), 321–339.CrossRefGoogle Scholar
Zein, S. (Ed.). (2019). Teacher education for English as a lingua franca. New York, NY: Routledge.Google Scholar