Exploring TESOL graduate students’ perceptions towards Global Englishes in Nepal

ABSTRACT

With the global spread of English, an entrenched native speakerism ideology is problematized by the Global Englishes (GE) paradigm. GE scholars have called for actions to implement Global Englishes language teaching (GELT) to prepare learners to use English with diverse English users. Before implementing any classroom innovation like GELT, exploring learners’ perceptions of GE and GELT is essential since they provide valuable insights for instructional planning and material development tailored to learners’ needs. The present study examined the perceptions of 10 TESOL graduate students in Nepal, an under-researched population and context, toward standard English, regional South Asian English varieties, GE, and GELT. Using a volunteer sampling technique, the participants were recruited from two universities in Kathmandu, the capital city of Nepal. The interview data revealed that the participants repudiated a standard language ideology associated with the Inner Circle contexts and opted to learn English to communicate with diverse English users. The participants also reported that South Asian Englishes have distinct features influenced by South Asian values, cultures, and traditions. Although participants acknowledged the affordances of implementing the GE paradigm, they were reluctant to use English varieties in their classrooms due to inadequate GE learning materials.

KEYWORDS:

• Global Englishes
• Global Englishes language teaching
• Nepal
• students’ perceptions

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. We have not employed the term EFL to promote standard English ideology in this article, but to join an ongoing discussion and to problematize its assumptions about English language education.