Unit- 7

What is global Englishes?

The concept of Global Englishes represents a significant paradigm shift in the study of the English language.
In this essay, we will explore the idea that Global Englishes encapsulate the linguistic, sociolinguistic, and
sociocultural diversity and fluidity of English use and its users in today's globalized world. This inclusive
approach recognizes the myriad forms and contexts in which English is employed across the globe. As
Pennycook (2007) notes, Global Englishes encompass the diverse manifestations of English within the
framework of globalization. It goes beyond the limitations of previous paradigms such as World Englishes,
which often focused on national boundaries and native speaker norms.

Global Englishes celebrate the dynamic nature of English, where users take ownership of the language to
express their identities and cultures across borders. An example of this can be seen in the world of hip-hop,
where performers creatively reshape English for their artistic purposes, transcending linguistic and cultural
boundaries (Pennycook, 2003).

Furthermore, Canagarajah (2013) emphasizes the need to move away from rigid notions of native speaker
status, advocating for the study of lingua franca interactions based on contact practices. This approach
reflects the evolving nature of Global Englishes, acknowledging that English serves as a tool for
communication rather than adhering to traditional standards of nativeness.

The shift towards Global Englishes challenges traditional language teaching practices. It requires educators
to adapt to the changing sociolinguistic landscape of the 21st century. This paradigm highlights the
importance of English language teaching that considers the diverse ways English is used in the world today.

In conclusion, Global Englishes represent a comprehensive and all-encompassing approach to the study of
English in a globalized world. It acknowledges the richness and diversity of the language, moving beyond
national boundaries and native speaker norms. With the rise of English as a global language, Global
Englishes offer a more accurate and inclusive perspective, ensuring that language teaching practices align
with the dynamic sociolinguistic landscape of the 21st century.

What is World Englishes?

The field of World Englishes took shape during the 1970s and 1980s, driven by both linguistic and
sociolinguistic perspectives, largely influenced by the pioneering work of Braj J. Kachru and Larry Smith.
Initially, it focused on cataloging linguistic variations in English, especially in former British colonies.

Kachru's Three Circle model, introduced in 1992, categorizes the spread of English into three circles.
According to Kachru (1992), the Inner Circle includes countries where English is a first language due to
colonization and migration, such as the United Kingdom, Ireland, Australia, New Zealand, Canada, and the
United States. English is the predominant official language in these nations.

Moving to the Outer Circle, we find countries where English operates as a second language alongside
national languages, as highlighted by Kachru. Examples include Nigeria, India, Singapore, and Hong Kong,
with many native English speakers in these regions.
The Expanding Circle comprises countries where English had no historical national role and is taught within
educational systems. Despite initially being considered a foreign language, globalization has increased
English use both within the country and on an international scale. Kachru points to Spain, China, Brazil, and
Russia as examples.

Despite its influence, Kachru's model has faced criticism for its reliance on national boundaries rather than
linguistic ones (Bruthiaux, 2003; Galloway & Rose, 2015; Jenkins, 2015; Pennycook, 2010). Critics argue
that this approach limits its ability to capture the full spectrum of English use across diverse geographic
regions. However, research in World Englishes has significantly contributed to challenging the concept of a
standardized language and advocating for the recognition of English varieties spoken in the Outer Circle
(Galloway & Rose, 2015).

World Englishes, as a field, continues to evolve, reflecting the dynamic and multifaceted nature of English
as a global language. It underscores the importance of understanding and respecting the various English
varieties spoken worldwide, transcending rigid national boundaries.

English as a Lingua Franca

The emergence of English as a lingua franca (ELF) represents a pivotal shift in the study of English, distinct
from World Englishes. Seminal work by scholars like Jennifer Jenkins (1998, 2000), Barbara Seidlhofer
(2001), and Anna Mauranen (2003) has laid the foundation for ELF research, which delves into the dynamic
use of English as a means of communication among speakers of diverse first languages.

Unlike World Englishes, where language norms are often rooted in national boundaries, ELF contexts are
characterized by linguistic fluidity across a variety of interlocutors and communicative settings. As noted by
Canagarajah (2016), the norms in ELF are "highly variable and hybrid," adapting to different
communicative needs and situations. This flexibility has led ELF research into its third phase (ELF3), as
discussed by Jenkins (2015), emphasizing multilingualism and the integration of English with other
languages, aligned with the concepts of translanguaging and plurilingualism.

ELF research has not only deepened our understanding of English use but has also influenced language
teaching practices. ELF scholars advocate for a more adaptable approach, where learners are equipped to
engage effectively with diverse communities of practice and develop communication strategies suited to
ELF contexts. This shift underscores the evolving nature of English in a globalized world and the need to
prepare learners for a linguistically diverse environment.

English as an international Language

English as an international language (EIL) is a distinct field of study, often considered the North American
counterpart to English as a lingua franca (ELF), which primarily emerged from the examination of linguistic
practices in Europe. As Jennifer Jenkins (1998) once worked within the EIL label, it's important to highlight
that the two fields differ in the focus of their research.

EIL research gained momentum as scholars from various disciplines, including World Englishes, Language
Policy, and TESOL, began to closely investigate the global phenomenon of English as an international
language. Unlike early ELF research, EIL research was less focused on linguistics but emphasized the
societal implications, particularly in the context of language education.
Significant contributions came from TESOL scholars like Sandra McKay, who explored the ramifications of
EIL research on classroom practices. Over the past decade, EIL research has flourished, marked by several
noteworthy edited volumes on teaching EIL (Alsagoff et al., 2012; Matsuda, 2012, 2016; Sharifian, 2009)
and a dedicated encyclopedic volume (TESOL Encyclopedia of English Language Teaching, Vol. I:
Teaching English as an International Language, 2018).

In some contexts, EIL serves as an encompassing term for the use of English in general, eliminating
traditional distinctions between English as a native, second, foreign, and additional language
(ENL/ESL/EFL/EAL). These distinctions are viewed as increasingly irrelevant in today's globally integrated
world, underlining the dynamic nature of EIL as a field.

Translanguaging and Translingual practice

Translanguaging and translingual practice challenge conventional notions of linguistic boundaries, echoing
the ethos of Global Englishes. Scholars like Canagarajah and Garcia have played a pivotal role in exploring
these innovative concepts.

Translanguaging, as Canagarajah (2011b) and Garcia (2009) emphasize, entails speakers drawing from their
entire linguistic repertoire when communicating. It breaks down conventional linguistic boundaries,
challenging established ideas like code-switching. This orientation has profound implications for TESOL,
surpassing the concept of plurilingualism by questioning the traditional demarcations of linguistic
boundaries.

Translanguaging offers insights into the linguistic hybridity of English as a global lingua franca. Speakers of
this global language employ translanguaging—a concept rooted in bilingual education (Baker, 2001;
Williams, 1996)—as a communication strategy. They utilize their multilingual or translingual repertoires to
interact effectively. In contrast to the earlier focus of World Englishes scholars on English within distinct
geographic settings, translanguaging reveals how global language users negotiate communication with
diverse varieties of English, employing adaptable conversational strategies based on context and situation.

Moreover, the flexibility of norms in Global Englishes Language Teaching (GELT) aligns with recent
research on transnational mobility and the needs of migrants (Guo & Maitra, 2017). Just as ELF users are
not tied to a specific form of English, migrants are not confined to a single location, illustrating the dynamic
nature of language use in today's interconnected world.

Introducing Global Englishes for Language Teaching

Global Englishes is an inclusive and overarching framework that unites several related fields of study
examining the diverse and evolving landscape of the English language in our globalized world. It serves as
an umbrella term encapsulating shared ideologies from various paradigms, including World Englishes,
English as an international language, English as a lingua franca, translanguaging, and the multilingual turn.

The field of World Englishes has been instrumental in reshaping our understanding of the English language
and its sociolinguistic implications. It primarily focuses on investigating the linguistic features of English
varieties across different regions and countries. Scholars in this field have underscored the importance of
redefining traditional norms and practices in English language teaching (ELT) in light of their research
findings. As Saraceni (2015) noted, "pedagogy has continued to be one of the main preoccupations of the
field." World Englishes recognizes the rich diversity within the English language and calls for a paradigm
shift in ELT to accommodate this variation.
English as an international language, on the other hand, places a predominant emphasis on the implications
of English as a global language and its pedagogical aspects. It examines the societal implications of
English's global spread and underscores the need for an epistemic break from the ideologies underpinning
current pedagogical practices (Kumaravadivelu, 2012). This field of study encourages a more ethical and
inclusive curriculum that reflects the realities of postmodernity and globalization. Researchers argue that the
changing sociolinguistic landscape of the twenty-first century necessitates a narrative of mobility and
fluidity, which, in turn, should be reflected in language education practices.

English as a lingua franca (ELF) explores both the linguistic use of English across speakers of different
native languages and the sociolinguistic implications of English as a contact language. ELF research has
called for teaching learners to adapt to a variety of communities of practice and to develop communication
strategies for ELF usage. This approach recognizes that learners can speak intelligibly without rigidly
adhering to traditional standards. As Seidlhofer (2011) points out, ELF research highlights the need for
pedagogical change by stating that "pedagogy, far from being left untouched by the ELF challenge, is
arguably the area most directly affected by the debate about ELF."

Translanguaging and the multilingual turn challenge monolingual orientations and emphasize the
importance of multilingualism within language acquisition. Translanguaging explores how speakers draw
upon their entire linguistic repertoire when communicating, thus breaking down conceptual linguistic
boundaries. It challenges the notion that languages are separate entities and underscores their
interconnectedness. The multilingual turn, as Ortega (2013) predicts, is poised to have a significant impact
on the field of second language acquisition (SLA) with a magnitude similar to the social turn of the 1990s,
which broadened the scope of SLA theory. These movements reject the monolingual bias that has
underpinned applied linguistics, SLA theory, and TESOL practices for decades.

The term "translanguaging" aims to capture the underlying processes and orientations that motivate
plurilingual encounters (Canagarajah, 2013). These processes challenge the traditional, rigid boundaries of
languages, offering a more flexible approach to understanding language use in global, mobile communities.
The multilingual turn also emphasizes the importance of languages in addition to dominant lingua francae
and challenges the idea of monolingualism as the norm.

In summary, Global Englishes unites these related fields and ideologies under one umbrella term. It
highlights the common theme of challenging traditional norms and practices in ELT and calls for a paradigm
shift. While some scholars use different terms like World Englishes or English as an international language,
Global Englishes serves as an inclusive framework that transcends geographical, regional, and population-
specific boundaries affected by the global spread of English. This framework underscores the shared
endeavor to redefine norms and practices in language education and reflects the rich diversity of English in
our globalized world.

Native Speakerism and Native Speaker Terminology

Native Speakerism and Native Speaker Terminology are central issues in the field of Global Englishes. The
term "native speaker" is notoriously difficult to define, with some scholars describing it as a "fallacy"
(Phillipson, 1992b), a "myth" (Davies, 2003), and even a linguistic "figment" (Paikeday, 1985).
Globalization and mass migration challenge the traditional concept of a native speaker, as Rajagopalan
(2018) suggests that one should be considered a native speaker of the language they feel competent in.

"Native speakerism" is pervasive within English language teaching, reflecting the belief that native speaker
teachers represent Western culture and ideal English language standards. It results in favorable treatment for
native speakers over non-native speakers (Holliday, 2006). Discrimination based on native speaker status is
evident in employment practices and customer preferences (Holliday, 2015).
Challenging these issues, scholars have proposed alternative terms such as "proficient user," "native user,"
"language expert," "English-using speech fellowship," and "multicompetence" to dissipate the dichotomy.
However, despite their elusive nature, the labels "native" and "non-native" still exist as perceived realities in
English-speaking communities. In this book, the labels are used when challenging the ideologies
surrounding them and referring to perceived distinctions (Cook, 2016b).

In summary, Native Speakerism and Native Speaker Terminology are central to Global Englishes,
challenging traditional concepts of native speakers and addressing disparities in English language teaching
and use. These issues are essential for understanding the complexities of language and identity in a
globalized world.

Implications of Global Englishes for Language Teaching

In recent years, there has been a growing call within the field of applied linguistics for a paradigm shift in
English language teaching (ELT) that reflects the changing sociolinguistic landscape of the twenty-first
century (Galloway, 2011; Galloway & Rose, 2015; Kumaravadivelu, 2012; May, 2014). This demand for
change is reminiscent of the historical shift from traditional language teaching methods, such as audio-
lingualism and structural situational language teaching, to the adoption of the communicative approach in
the 1970s. The communicative language teaching (CLT) paradigm emerged in response to the increasing
need for learners to communicate across linguistic and cultural boundaries in an increasingly globalized
world. However, as global dynamics continue to evolve, another paradigm shift in ELT is now warranted.

The shift towards Global Englishes and English as a Lingua Franca (ELF) is at the forefront of this
movement, challenging traditional notions of language ownership, native speaker norms, and the role of
culture in language teaching. Global Englishes researchers argue that the English language has transcended
the boundaries of any particular nation or culture, becoming a global lingua franca with diverse varieties and
functions (Galloway & Rose, 2015). This paradigm shift is driven by several key factors, each with
profound implications for language teaching.

One crucial aspect of this shift is the recognition of the need to expose learners to the diversity of English
varieties. Language learners are increasingly likely to interact with speakers from various linguistic
backgrounds, necessitating an understanding of different English varieties (McKay, 2012). However, despite
the importance of English as a Lingua Franca (ELF), many ELT materials still predominantly feature Inner
Circle varieties like British or American English, with limited representation of ELF or World Englishes
(Syrbe & Rose, 2018).

Multilingualism is another fundamental component of this paradigm shift. Multilingualism is an integral part
of ELF communication, as speakers often draw upon their entire linguistic repertoire to communicate
effectively. This highlights the need for language learners to develop not only proficiency in English but
also strategies for accommodating different speakers, adjusting to local, regional, and global communities,
and pre-empting differences in English-language norms (Canagarajah, 2013). This is a crucial shift in focus
from monolingual norms to an acceptance of multilingualism in language teaching.

In addition, learners must become aware of how English is used as a global language, including its various
functions and varieties. Raising learners' awareness of Global Englishes can help them move beyond
preconceived notions of standard language and challenge deeply ingrained native speaker norms. A study by
Galloway (2011, 2013, 2017a) demonstrated that raising awareness of Global Englishes in traditional EFL
classrooms can boost learners' self-confidence and expand their perceptions of how they are likely to use
English in real-life contexts.

Cultural diversity is yet another crucial component. ELT has often presented static regional cultures as the
primary contexts for language use. However, in today's dynamic world, English is increasingly used in
diverse and fluid cultural settings. Language teachers and textbooks need to adapt to this reality,
emphasizing the fluidity and negotiability of culture, rather than focusing solely on static regional cultures.
This shift aims to prepare learners for English use in authentic, dynamic, and diverse cultural contexts.

Finally, addressing teacher recruitment and training practices is essential for a complete paradigm shift.
Native speakerism, which privileges native English speakers in ELT, remains a deeply entrenched issue.
While research suggests that non-native English-speaking teachers can be equally effective, discrimination
often persists in hiring practices, particularly in international contexts. The paradigm shift calls for a
transition from privileging native speakers as experts to valuing professional English teachers. This shift
also acknowledges that the majority of English language teachers globally are non-native speakers.

In conclusion, the paradigm shift towards Global Englishes in language teaching carries profound
implications for the field. It calls for a greater emphasis on exposing learners to English diversity, promoting
multilingualism, raising awareness of Global Englishes, teaching strategies for accommodating diverse
language users, embracing fluid and negotiable cultures, and addressing discriminatory teacher recruitment
practices. This shift is essential to ensure that language teaching aligns with the changing socio-linguistic
landscape of the twenty-first century. As the world continues to evolve, so too must language teaching
methodologies to provide learners with the skills and knowledge needed for successful communication in
the globalized, multilingual, and multicultural society of today.

GELT
GELT, or Global Englishes Language Teaching, is a pedagogical approach that emerges as part of the
paradigm shift in English language teaching (ELT) in response to the changing sociolinguistic landscape of
the twenty-first century. It encompasses various aspects, as noted in the words of Matsuda and Friedrich
(2012), who have advocated for innovation in ELT: "The linguistic, cultural, and functional diversity
associated with English today challenges some of the fundamental assumptions of English language
teaching (ELT) and requires that we revisit our pedagogical practices" (Matsuda & Friedrich, 2012). This
approach emphasizes the importance of exposing learners to the diversity of English varieties, fostering
multilingualism, raising awareness of Global Englishes, teaching strategies for accommodating diverse
language users, embracing fluid and negotiable cultures, and addressing discriminatory teacher recruitment
practices to provide learners with the skills and knowledge needed for successful communication in the
globalized and multicultural society (Implications of Global Englishes for Language Teaching, 2012).

the six key proposals outlined under the GELT (Global Englishes Language Teaching) framework, as
described in the provided text:

1. Increasing World Englishes and ELF exposure in language curricula: This proposal emphasizes
the need to expose language learners to a wide range of English varieties and English as a Lingua
Franca (ELF). As McKay (2012) highlights, this exposure better prepares learners for English
interactions in international contexts.
2. Emphasizing respect for multilingualism in ELT: Multilingualism is recognized as an essential
part of ELF communication. The proposal advocates for language learners to develop strategies to
effectively communicate with speakers from diverse linguistic backgrounds, expanding their
linguistic repertoire.
3. Raising awareness of Global Englishes in ELT: This proposal stresses the importance of raising
learners' awareness of how English is used as a global language, including its different varieties and
functions. Such awareness helps learners break free from preconceived notions of a "standard"
English.
 4. Raising awareness of ELF strategies in language curricula: Language learners should be taught
strategies to navigate diverse language interactions in ELF contexts. This involves not only
accommodating various English norms but also bridging cultural and pragmatic differences.
5. Emphasizing respect for diverse culture and identity in ELT: Traditional ELT often focused on
static regional cultures. This proposal suggests that language teachers and materials should adapt to
emphasize the dynamic and fluid nature of culture. Learners should be prepared for English use in
authentic, diverse, and ever-changing cultural contexts.
6. Changing English teacher-hiring practices in the ELT industry: The final proposal advocates for
a shift in teacher recruitment and training practices. Native speakerism, where native English
speakers are often favored, is challenged. The goal is to value professional English teachers,
recognizing that non-native English-speaking teachers make up the majority of the profession
globally (McKay, 2012).

These six proposals together constitute the GELT framework, which aims to transform language teaching to
meet the changing needs of students in a globalized and multilingual world.

The Global Englishes Language Teaching (GELT) framework was initially created by Galloway in 2011 to
inform curriculum innovation and research. It has evolved over time to address the changing landscape of
English language teaching. Some key transformations and concepts in the GELT framework, along with
important quotations and years, can be summarized as follows:

1. Changing Target Interlocutors:

 Original Framework (2011): The NES (Native English Speaker).
 Updated GELT (2018): All English users, emphasizing the need to move away from the
native speaker as the preferred target for English learners. (Galloway, 2011)
2. Ownership of English:
 Original Framework (2011): NESs.
 Updated GELT (2018): Global ownership, reflecting that English belongs to a global
community and not just native speakers. (Galloway, 2011)
3. Cultural Content:
 Original Framework (2011): North East (NE) culture.
 Updated GELT (2018): Fluid cultures, encouraging the representation of diverse cultures in
the curriculum. (Galloway, 2011; Byram, 1997)
4. Teachers:
 Original Framework (2011): Native NE-speaking teachers (same L1).
 Updated GELT (2018): Qualified, competent teachers from diverse language backgrounds,
moving away from the native speaker hegemony. (Galloway, 2013; TESOL, 1991, 2006)
5. Norms and Assessment:
 Original Framework (2011): Standard English.
 Updated GELT (2018): Diverse, flexible, and multiple forms of the language. A shift from an
ethnocentric view of English to an inclusive Global Englishes perspective. (Widdowson,
2012; Canagarajah, 2013)
6. Materials and Sources:
 Original Framework (2011): Mainly Anglocentric materials.
 Updated GELT (2018): A need for more diverse sources reflecting global English language
use. (Jenkins, 2007)
7. Role of L1 and C1:
 Original Framework (2011): L1 as a hindrance and interference.
 Updated GELT (2018): L1 and C1 as a resource in the linguistic repertoire, rather than an
interference. (Tollefson, 2007)
8. Goals of Learning:
 Original Framework (2011): Native-like proficiency.
  Updated GELT (2018): Aimed at becoming multicompetent users, not necessarily native-like.
(Galloway, 2013; McNamara, 2012)
9. Ideology:
 Underpinned by the exclusive paradigm of native speakers in traditional ELT.
 Underpinned by the inclusive paradigm of Global Englishes, embracing linguistic diversity in
GELT. (Kumaravadivelu, 2012)

The GELT framework encourages a fundamental shift in English language teaching, promoting an inclusive
approach that recognizes the changing role of English in a globalized world. This summary reflects the
evolution of GELT and its departure from the traditional native speaker-centered approach in English
language education.