Bridging conceptual gaps in Global Englishes Language Teaching: ethnographic insights from Thai higher education

Figures & data

Table 1. Global Englishes Language Teaching framework (Rose & Galloway, 2019, p. 21).

Aspect	Traditional ELT	GELT
Target interlocutor	NES	All English users
Owners	Inner Circle	Global
Target culture	Static native English cultures	Fluid cultures
Norm	Standard English	Diverse, flexible, and multiple forms
Teachers	Non-native English-speaking teachers (same first language) and native English-speaking teachers	Qualified, competent teachers (same and different first languages)
Role model	NES	Expert users
Sources of materials	NNES and NES	Salient English-speaking communities and contexts
Other languages and cultures	Seen as a hindrance and source of interference	Seen as a resource as with other languages in their linguistic repertoire
Needs	Inner Circle defined	Globally defined
Assessment criterion	Accuracy according to prescriptive standards	Communicative competence
Goals of learning	Native-like proficiency	Multicompetent user
Ideology	Underpinned by an exclusive and ethnocentric view of English	Underpinned by an inclusive Global Englishes perspective
Orientation	Monolingual	Multilingual/translingual

Table 2. Summary of the teachers’ demographic information.

	University A				University B
	Nat	Tammy	Devin	Jane	Prim	Mandy	Owen
First formal English education	Kindergarten; private school	1st grade; private school	5th grade; public school	Kindergarten; private school	5th grade; public school	5th grade; public opportunity expansion school	1st grade; private school
Formal education abroad	No	No	UK (PhD)	UK (master's and PhD)	No	One-year exchange in Malaysia during her PhD	No
Years of teaching experience (at the time of the interview)	5	3	10 (6 at University A and 4 in school settings)	7	26 (17 at University B and 9 in school settings)	3	7 (6 at University B and 1 in school settings)
Bachelor’s degree	English (major), Drama (minor)	Business English (major), Business Chinese (minor)	Education (English)	International Relations	Teaching English	Teaching English	Teaching English
Master’s degree	English	Applied Linguistics (specialized in teaching)	English (part-time while working as a full-time high school teacher)	International Relations, TESOL	Applied Linguistics	Comparative Literatures	English
PhD^a	Children Literature	Curriculum Development	English Literature	English language and Applied Linguistics	English Language Studies^b	Comparative Literatures	NA

^aAt the time of the study, Nat and Tammy were applying for a doctoral program.

^bThe teacher was studying toward the qualification.

Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge University Press.

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