Voices of learners in Thai ELT classrooms: a wake up call towards teaching English as a lingua franca

References

• Achebe, C. (1975). The African writer and the English language. London: Heinemann Educationa.
   Google Scholar
• Adamson, B. (2004). China’s English: A history of English in Chinese education. Hong Kong: Hong Kong University Press.
   Google Scholar
• Akkakoson, S. (2019). Thai language learners’ sense of English ownership. PASAA, 58, 235–263.
   Google Scholar
• Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 57–64. doi:10.1093/elt/56.1.57
   Google Scholar
• Baker, W. (2012). English as a lingua franca in Thailand: Characterisations and implications. Englishes in Practice, 1, 18–27.
   Google Scholar
• Blair, A. (2015). Evolving a post-native, multilingual model for ELF-aware teacher education. In B. Yasemin & A. Sumru (Eds.), Current perspectives on pedagogy for English as a lingua franca (pp. 89–102). Berlin: De Gruyter Mouton.
   Google Scholar
• Bolton, K. (2012). World Englishes and linguistic landscapes. World Englishes, 31(1), 30–33.
   Web of Science ®Google Scholar
• Boonsuk, Y., & Ambele, E. (2019). Who ‘owns English’ in our changing world? Exploring the perception of Thai university students in Thailand. Asian Englishes. doi:10.1080/13488678.2019.1669302
   Web of Science ®Google Scholar
• Boriboon, P. (2011). Language, ideology, and domination: Problems of English language teaching in Thailand and solutions. Songklanakarin Journal of Social Sciences and Humanities, 17(6), 23–59.
   Google Scholar
• Buripakdi, A. (2012). The marginalized positions of Thai professional writers on the global hegemony of English. Journal of Asian Pacific Communication, 22(1), 41–59.
   Google Scholar
• Canagarajah, A. S. (2005). Introduction. In A. S. Canagarajah (Ed.), Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Canagarajah, A. S. (2007). Lingua Franca English, multilingual communities and language acquisition. The Modern Language Journal, 91, 923–939.
   Web of Science ®Google Scholar
• Cogo, A. (2012). English as a lingua franca: Concepts, use, and implications. ELT Journal, 66(1), 97–105.
   Web of Science ®Google Scholar
• Cohen, N., & Arieli, T. (2011). Field research in conflict environments: Methodological challenges and snowball sampling. Journal of Peace Research, 48(4), 423–435.
   Web of Science ®Google Scholar
• Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• D’Angelo, J. (2012). WE-informed EIL curriculum at Chukyo: Towards a functional, educated, multilingual outcome. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 121–139). Bristol: Multilingual Matters.
   Google Scholar
• Dewey, M. (2013). ELF in praxis: Critical pedagogy and language teacher education. Plenary talk presented at the Sixth International Conference of English as a Lingua Franca (ELF6). Rome, 4–7.
   Google Scholar
• Dewey, M. (2015). Time to wake up some dogs! Shifting the culture of language in ELT. In Y. Bayyurt & S. Akcan (Eds.), Current perspectives on pedagogy for English as a Lingua Franca (Vol. 6, pp. 121). Berlin, Mouton de Gruyter.
   Google Scholar
• Franceschi, V., & Vettorel, P. (2017). ELF users ‘perceptions of their non-nativeness’ in digital communication through English: Falling short of the target? Altre Modernità, 4, 133–148.
   Google Scholar
• Galloway, N., & Rose, H. (2015). Introducing global Englishes. Abingdon: Routledge.
   Google Scholar
• Galloway, N., & Rose., H. (2018). Incorporating global Englishes into the ELT classroom. ELT Journal, 72(1), 3–14.
   Web of Science ®Google Scholar
• Grubbs, S. J., Chaengploy, S., & Worawong, K. (2009). Rajabhat and traditional universities: Institutional differences in Thai students’ perceptions of English. Higher Education, 57(3), 283–298.
   Web of Science ®Google Scholar
• Holliday, A. (2018). Native speakerism. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–7). Hoboken, NJ: Wiley.
   Google Scholar
• Huttayavilaiphan, R. (2019). Thai university teachers’ beliefs about English language teaching and their awareness of Global Englishes: A study of relationship and impact on teaching practices (Doctoral Thesis). University of Southampton, p. 320.
   Google Scholar
• Hymes, D. (1972). On communicative competence. Sociolinguistics, 269293, 269–293.
   Google Scholar
• Jenkins, J. (2006). Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16(2), 137–162.
   Google Scholar
• Jenkins, J. (2009). Exploring attitudes towards English as a lingua franca in the East Asian context. In K. Murata & J. Jenkins (Eds.), Global Englishes in Asian context: Current and future debates (pp. 40–58). Basingstoke: Palgrave Macmillan.
   Google Scholar
• Jenkins, J. (2011). Accommodating (to) ELF in The International University. Journal of Pragmatics, 43, 926–936.
   Web of Science ®Google Scholar
• Jenkins, J. (2014). English as a Lingua Franca in the International University. Oxford, New York: Routledge.
   Google Scholar
• Jenkins, J. (2015). Global Englishes. Abingdon: Routledge.
   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.
   Web of Science ®Google Scholar
• Jindapitak, N. (2019). English as an ASEAN lingua franca and the role of nativeness in English education in Thailand: Moving toward the ASEAN economic community (AEC). English Today, 35(2), 36–41.
   Web of Science ®Google Scholar
• Jindapitak, N., & Boonsuk, Y. (2018). Authoritative discourse in a locally-published ELT textbook in Thailand. Indonesian Journal of Applied Linguistics, 8(2), 265–277.
   Google Scholar
• Jindapitak, N., & Teo, A. (2011). Linguistic and cultural imperialism in English language education in Thailand. Journal of Liberal Arts, Prince of Songkla University, 3(2), 10–29.
   Google Scholar
• Jindapitak, N., & Teo, A. (2012). Thai tertiary English majors’ attitudes towards and awareness of world Englishes. Journal of English Studies, 7, 74–116.
   Google Scholar
• Kirkpatrick, A. (2008). English as the official working language of the Association of Southeast Asian Nations (ASEAN): Features and strategies. English Today, 24(2), 27–34.
   Google Scholar
• Kirkpatrick, A. (2010). English as a lingua franca in ASEAN. Hong Kong: Hong Kong University Press.
   Google Scholar
• Kirkpatrick, A. (2012). English as an international language in Asia: Implications for language education. New York: Springer.
   Google Scholar
• Kirkpatrick, A. (2014). Redesigning the Linguistic ecology of Southeast Asia: English and/or local languages? Language Education and Acquisition Research Network. 1–11. Retrieved from https://www.tci-thaijo.org/index.php/jsel/article/view/25405/21595
   Google Scholar
• Kongkerd, W. (2013). Teaching English in the era of English used as a lingua franca in Thailand. Executive Journal, 33(4), 3–12.
   Google Scholar
• Kubota, R. (2018). Unpacking research and practice in World Englishes and second language acquisition. World Englishes, 37, 93–105.
   Web of Science ®Google Scholar
• Kumaravadivelu, B. (2003). A postmethod perspective on English language teaching. World Englishes, 22(4), 539–550.
   Google Scholar
• Mahboob, A., Uhrig, K., Newman, K. L., & Hartford, B. S. (2004). Children of lesser English: Status of nonnative English speakers as college-level English as a second language teachers in the United States. In L. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 100–120). Ann Arbor: The University of Michigan Press.
   Google Scholar
• McKay, S. L. (2006). EIL Curriculum development. In R. Rubdy & M. Saraceni (Eds.), English in the world (pp. 114–129). London: Continuum.
   Google Scholar
• McKay, S. L. (2009). Pragmatics and EIL pedagogy. In F. Sharifian (Ed.), English as an international language (pp. 227–253). Bristol: Multilingual Matters.
   Google Scholar
• McKenzie, R. M. (2010). The social psychology of English as a global language: Attitudes, awareness, and identity in the Japanese context. London: Springer.
   Google Scholar
• Methitham, P. (2009). An Exploration of Culturally based Assumptions Guiding ELT Practice in Thailand, a Non-colonized Nation (Unpublished Dissertation). Indiana University of Pennsylvania.
   Google Scholar
• Methitham, P., & Chamcharatsri, P. B. (2011). Critiquing ELT in Thailand: A reflection from history to practice. Journal of Humanities, Naresuan University, 8(2), 57–68.
   Google Scholar
• Partnership for 21st Century Skills. (2007). 21st Century curriculum and instruction. Washington D.C.: Author.
   Google Scholar
• Passakornkarn, S., & Vibulphol, J. (2019). Development of world Englishes-based listening materials to raise the awareness of the varieties of English for Thai EFL upper secondary school students. LEARN Journal: Language Education and Acquisition Research Network Journal, 13(1), 225–246.
   Google Scholar
• Prabjandee, D. (2020). Teacher professional development to implement Global Englishes language teaching. Asian Englishes, 22(1), 52–67.
   Web of Science ®Google Scholar
• Rajprasit, K., & Marlina, R. (2019). An attempt to raise Thai students’ awareness of World Englishes in a General English Program. Indonesian Journal of English Language Teaching, 14(1), 19–34.
   Google Scholar
• Ren, W. (2014). Can the expanding circle own English? Comments on Yoo’s “Nonnative teachers in the expanding circle and the ownership of English. Applied Linguistics, 35(2), 208–212.
   Web of Science ®Google Scholar
• Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133–158.
   Google Scholar
• Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.
   Google Scholar
• Tantiniranat, S. (2019). Stars & stripes and union jack: Exploring the presence of native-speaker cultures in an English major program. Journal of Language and Culture, 38(2), 202–221.
   Google Scholar
• Warschauer, M. (2000). The changing global economy and the future of English teaching. Tesol Quarterly, 34(3), 511–535.
   Web of Science ®Google Scholar
• Widdowson, H. G. (1997). EFL, ESL, EIL: Global issues and local interests. World Englishes, 16(1), 135–146.
   Google Scholar