Incorporating Global Englishes into

the ELT classroom

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Nicola Galloway and Heath Rose

Increasing students’ awareness of the globalization of English is a daunting task

for teachers, especially considering the lack of globally oriented ELT materials
available. This study builds on previous research in response to recent calls for
more classroom-level research, and reports on the use of a student presentation
task to introduce and raise awareness of Global Englishes in a Japanese
English language classroom. An analysis of student reflections showed that
the presentation task allowed students to select and explore Englishes salient
to their experiences and interests. In researching and imparting knowledge of
their chosen variety, and by listening to their classmates’ presentations, the task
raised students’ awareness of variation in English, and challenged attitudes
towards Englishes that differed from standard models presented in typical ELT
materials in Japan. Tasks such as the one presented here provide practitioners
with avenues to incorporate Global Englishes into classroom practice.

Background to the In a recent ELT Journal ‘Readers respond’ forum, Sung (2014) discussed
study our earlier study on the use of listening journals to raise awareness of
variation in English (Galloway and Rose 2014), and called for more research
on how to incorporate Global Englishes into ELT. We agree that such work
is needed to help practitioners raise learners’ awareness of the diversity of
English and prepare them to use English in lingua franca contexts. Growing
research within the Global Englishes paradigm showcases the changing
sociolinguistic landscape of English as it has spread around the world. The
majority of English speakers today have learnt the language in addition
to their existing linguistic repertoire, which has had a major impact on
English itself. Thus, English is no longer only spoken as a first language
by those born into a 'native' English-speaking country such as the United
States or the United Kingdom, or a ‘foreign’ language that is acquired to
communicate primarily with the ‘native’ English speaker. Today, English is
used around the globe and, as such, has been appropriated by its speakers
in diverse ways. Consequently, both the needs of learners and the goals of
ELT have changed. World Englishes, ELF, and Translanguaging research
in particular (Canagarajah 2011) showcase how communication can be
successful without conforming to so-called ‘native English-speaking norms’,
and highlights a mismatch between what is taught in the ELT classroom
and how the language is actually used. Those who position their work

ELT Journal Volume 72/1 January 2018; doi:10.1093/elt/ccx010  3

© The Author(s) 2017. Published by Oxford University Press; all rights reserved.
Advance Access publication March 9, 2017
 within the field of English as an International Language (EIL) have also
called for the need to move away from native English-speaking norms in
ELT.
However, as Matsuda (2012: 6) has noted, the current state of the field
poses both ‘challenge and frustration for teachers’. At the theoretical level,
an increasing number of scholars are criticizing traditional approaches
to ELT, noting that current practices fail to equip students with the skills

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necessary to use the language as a lingua franca; yet on the other hand,
there is a paucity of practical resources for executing change through
action. As Matsuda (ibid.: 6) herself notes, many are left with ‘no choice
but to continue to do what they have been doing’.
A number of concrete proposals for changes to ELT have been put forward
(McKay 2012; Galloway and Rose 2015); however, there remains a lack of
research at the classroom level showcasing what this would entail and the
possible influence it would have on learners. As Baker (2012: 25) notes:
It is interesting to speculate if English language learners would still
hold ‘native’ English in such high esteem if they were exposed to the
plurality of global Englishes to the same extent in pedagogy.
The study reported in this article used presentations with 108 learners
in a Japanese university to introduce students to the concept of Global
Englishes. The study, therefore, responds to calls for exposure in
classrooms to the plurality of English to prepare learners for using English
in global contexts.

Global Englishes This article uses the term Global Englishes Language Teaching (GELT) as
Language Teaching an umbrella concept to unite the calls for change in ELT. GELT (Table 1)
is informed by the World Englishes, ELF, EIL, and Translanguaging
research paradigms, which all share a similar underlying ideology,
showcasing the diversity of English and encouraging a movement away

Traditional ELT GELT

Target interlocutor Native English (NE) All English users
speakers
Owners NE speakers All English users
Target culture Fixed NE cultures Fluid cultures
Teachers Non-NE speaking teachers Non-NE speaking teachers
(same L1) and NE speaking (same and different L1s), NE
teachers speaking teachers
Norms Standard English Diverse, flexible, and multiple
forms
Role model NE speakers Expert users
1
ta b l e Source of NE and NE speakers Salient English-speaking
Differences between GELT materials communities and contexts
and traditional ELT (updated
from Galloway and Rose First language and Seen as a hindrance and Seen as a resource
2015: 208) own culture source of interference

4 Nicola Galloway and Heath Rose

 from native English norms in ELT. It should be noted that scholars
use different terms to discuss similar phenomena, such as Matsuda
(2016), who prefers the term World Englishes-informed ELT, while
acknowledging that GELT shares a common vision.
Scholars in all of these fields have outlined what is needed to ensure that
the classroom reflects how English is actually used today. In the field of
ELF, for example, Jenkins (2006) and Seidlhofer (2011) have summarized

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the differences between ELF and the traditional English as a Foreign
Language (EFL) approach to ELT, emphasizing the monolingual bias
present in the latter. Scholars also criticize the fact that ELT continues to
position English as a monolithic entity, perpetuating the stereotype that it
should be taught monolingually, and by native speakers. GELT extends the
work of those that have conceptualized the differences between current
practice and a Global Englishes-informed perspective of ELT, offering a
framework that covers norms, recruitment practices, models of English,
and a way to help teachers critically evaluate ELT materials to ensure
that they equip students with the skills necessary to participate in global
contexts. In GELT, as with ELF in Jenkins’s (op.cit.) and Seidlhofer’s
(op.cit.) distinctions, strategies such as code-switching and
comprehension of deviations from the ‘standard’ are seen as important
for expert users. In GELT, the boundaries between languages are blurrier,
and the English language is not promoted as a monolithic variety, which is
used in isolation of other languages.
In essence, GELT encourages a movement away from the native English
benchmark, while in no way promoting a one-size-fits-all approach. It is
based on empirical work in the field, which raises important questions
about ELT. Dewey (2012), for example, has noted the need to consider the
learners’ context, expose them to the diversity of English around the globe,
and engage them in critical discussion about the global spread of English.
He also points out that they should not be penalized for ‘innovative
forms that are intelligible’ (Dewey ibid.: 163) and emphasizes the need
to focus on communicative strategies. Similarly, Cogo (2012) notes that
ELF research encourages learners and ELT practitioners to engage in the
debate of what English is and who owns it.

A lack of materials However, achieving change is no easy task and barriers to incorporating
a Global Englishes perspective into ELT have been identified (Galloway
and Rose 2015), one of which is the lack of suitable materials that provide
authentic samples of language in global contexts. It is unfortunate that
the majority of ELT materials today fail to acknowledge the diversity of the
English language; no publisher has yet ‘dare[d] to be different’ (McGrath
2013: 198). This is problematic given the key role that ELT materials play
in the learning and teaching process.
Despite the example lesson plans and activities provided by Matsuda and
Duran (2012) to raise awareness of the diversity of English, little research
to date has been conducted on students’ responses to such materials. Our
earlier examination of over 100 listening journals, consisting of more
than 1,000 reflections, concluded that the journals were a useful way to

Incorporating Global Englishes into the ELT classroom 5

 examine students’ use of English and their attitudes towards it, as well as
raising their awareness of Global Englishes (Galloway and Rose 2014).
However, the study also highlighted the limitations of listening journals,
including reinforcement of stereotypes and superficial exposure to English
varieties and ELF interactions.

The study The current study aims to provide a clearer understanding of how a Global
Aim Englishes approach can be achieved in English language classrooms.

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It also explores the extent to which the approach influences learners’
attitudes to English and ELT. Expanding on our earlier work, which
centred on self-access activities that exposed students to many
non-standard English varieties, the current study investigates the effects
of explicit Global Englishes awareness-raising through a presentation task
that required students to more deeply engage with one specific regional
English variety of their own choice.

Setting and students The research was conducted with third- and fourth-year English majors
(aged 20–22 years) at a small, private university in Japan that specializes
in language instruction. This population is important for research
purposes as in Japan there have been calls to expose students to the
diversity of English (Matsuda and Duran op.cit.). Further, not only do
college students represent the immediate future users of ELF, but the
rise of English Medium Instruction (EMI) at the college level in Japan
has attracted international students, resulting in an increased use of ELF
at Japanese universities. Some Japanese companies have also introduced
English as an official working language, and with growing numbers of
international tourists, ELF opportunities are on the rise.
The awareness-raising presentation task was conducted with 108 students
on a course designed to teach Global Englishes within a general English
for Academic Purposes (EAP) course structure. This course reflected the
university’s goal of offering more content-based programmes to reflect the
growing trend towards EMI at the university level. EAP courses are often
designed to prepare students to study in native English-speaking countries,
yet the goal of this particular course was to raise Global Englishes
awareness through EAP content, thereby preparing them to study other
subject content in English, and equipping them with the skills necessary
to use English as a global lingua franca. The students were approximately
at the B2 level on the CEFR, although some bordered on B1. The course
was taught twice a week for 13 weeks by one of the researchers, in four
consecutive university semesters, to different cohorts of students. The EAP
syllabus included reading, writing, listening, debating, and presentation
skills exercises (see Table 2). Presentations took place in Week 10 after
students had been exposed to topics such as Kachru’s (1985) World
Englishes model, including the use of English in the inner, outer, and
expanding circles,1 the spread of English as a global language, and ELF.

Presentation task GELT promotes a learner-centred curriculum that emphasizes students’

individual needs. Thus, the task asked students to choose a regional variety
of English and/or the use of English in a chosen context (such as an ELF
context) in which they were personally interested. They were given two

6 Nicola Galloway and Heath Rose

 Module Week EAP skills focus Global Englishes topic
focus

The spread 1 Introduction History of English;

of English English speakers
Reading: reading for meaning

2 Listening: taking notes skills Advantages and

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disadvantages of the
Debate: introducing opinions spread of English

3 Writing: brainstorming Issues related to the

spread of English
Presenting: structure

World 4 Reading: issues and opinions English in Kachru’s

Englishes three circles; English
Listening: summarizing and power

5 Debating: agreeing/disagreeing Variety and ownership

Writing: paragraphs

6 Presenting: voice ‘Standard’ English

Presenting: non-verbal communication

ELF 7 Reading: skimming and scanning English use in Europe

Listening skills: listening for gist

8 Introduction to presentation task English use in Japan

Debating: boosting and hedging

9 Writing: citing sources English use in higher

education
Writing: essay structure

Main tasks 10 Student presentations Varieties of English

Student presentations

11 Presentation reflections and feedback Varieties of English;

English in Singapore
Listening: organizing notes

12 Student debate preparation ‘Standard’ English in

Singapore
Student debate

13 Review of main topics Review

2
ta b l e
End of term assessment
Outline of course syllabus

Incorporating Global Englishes into the ELT classroom 7

 weeks to research the topic, using the library, internet, and the self-access
centre, which included a range of materials, including audio recordings
of speakers from different contexts (for a fuller description of the task
guidelines, see Appendix). Students prepared a ten-minute presentation
using either PowerPoint or a poster board, which was delivered to a small
group of their peers. Every student was given a peer evaluation checklist
and asked to listen to at least three other presentations. This checklist
asked them to evaluate how extensively the presenter had researched the

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topic and also their general presentation skills. After the task, students
wrote accounts of their own presentations and those of their classmates
in order to reflect on what they had discovered. Each student was given
one A4 sheet and asked to reflect on why they chose their topic, what they
learnt from their peers, and their general thoughts on the activity. One
class of students (n = 19), who represented a typical cohort, was used as a
case study for the analysis of reflections. These handwritten accounts were
converted into electronic files, coded in NVivo, and qualitatively analysed
according to common themes.

Limitations The research was conducted in a single setting, with one of us in the
position of classroom teacher, thus assuming a researcher-practitioner
role. We acknowledge that this role may have influenced the data
collected, despite every effort to follow ethical practice and to maintain
objectivity. Nevertheless, the tasks were presented to students with a
positive view of Global Englishes, a view which may not be shared by all
teachers. Indeed some teachers may be ambivalent to the type of exposure
provided in this activity, which could be seen as an obstacle for successful
implementation of this task in other contexts.

Results and discussion As noted above, learners were free to choose a variety of English and/
Selection of English or the English used in a certain context. However, in those presentation
varieties reflections that we analysed, every student chose a regional or national
variety of English. While we acknowledge the inherent difficulties in
drawing geographic borders around constructs as fluid as language, or
categorizing varieties into neat circles, students tended to discuss varieties
of language in this way, and thus they are presented as such. The following
varieties were chosen by presenters:
ππ Japanese English (n = 3)
ππ New Zealand English (n = 2)
ππ Scottish English (n = 2)
ππ Singaporean English (n = 2)
ππ Australian English
ππ Egyptian English
ππ Kenyan English
ππ Malaysian English
ππ Nigerian English
ππ Patois (Jamaican English Creole)
ππ Philippine English
ππ Quebec English
ππ Saudi Arabian English
ππ South African English.

8 Nicola Galloway and Heath Rose

 These varieties reflect a good range of linguistic variation around the
world (including native Englishes, nativized Englishes, creoles, and learnt
Englishes), from a wide variety of contexts (including nations where
English is the first official language, a co-official language, or has no
official status).
Data showed a stronger preference for outer circle Englishes (n = 8), such
as those found in Singapore. The selection of Englishes in this study

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therefore differs from the findings of our earlier study, which found that
students had a preference for exploring the Englishes of the expanding
circle and inner circle in much greater numbers than the outer circle.
However, the smaller sample size of this study may account for some
of this difference. Moreover, the nature of this task, which required
students to research a particular variety of English, may have encouraged
the selection of outer circle Englishes, for which more literature was
available to students due to the large amount of research carried out by
World Englishes scholars. Similar to our 2014 study, we also noted an
absence of standard American and British English varieties. We surmise
this may be due to an over-saturation of American and British English in
Japanese language curricula and a desire for students to explore variations
in English in contrast to this, thus concurring with our previous research
findings.

Reasons for selection The most predominantly coded reason (n = 7) for selection of a variety
was connected to students’ direct prior experience with speakers from
the relevant region. For example, two of these students had visited their
chosen region (Australia, New Zealand), and four students had interest
due to previous encounters with speakers from these regions in language
learning contexts. For example, Participant 12 wrote that:
The reason why I chose it is my host family when I was in Canada was
from the Philippines and I’m used to hearing it. So I thought it would
be interesting learning more about Philippine English and the country.
This was similar to another student whose interest in Malaysian English
derived from their host family in Australia having migrated from
Malaysia. Other students in this category gained interest due to having
teachers from the country (Scotland), or because they had experience
learning languages (for example Chinese) connected to their chosen
variety (Singapore).
Another prominent reason (n = 5) for the selection of a particular English
variety was curiosity about the linguistic properties of unfamiliar and
familiar varieties. For example, many students were interested to discover
what made the variety unique compared to other models they were
accustomed to, such as Participant 2, who wrote:
I wanted to learn why Australian English is different from British and
American English even though it is also Inner Circle country. It means
Australian English has unique features that other Inner Circle people
can’t understand.
Others in the category were interested in the variety because they knew
little about it, such as one student who chose Kenyan English because he

Incorporating Global Englishes into the ELT classroom 9

 or she could not ‘imagine what the English spoken there would sound
like’ (Participant 11), and another student who chose New Zealand English
because they ‘wanted to choose the country which English is spoken as a
native language and [they] did not know well’ (Participant 17). The three
students who chose Japanese English did so because they wanted to
explore and understand more deeply the features of Japanese English, and
the historical and linguistic reasons for such features.

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A further reason given was a stated interest in the region (n = 4). One
student, for example, chose Egyptian English because of an interest in the
history of that country which extended to a desire to better understand the
linguistic history of the region. Other students stated a general desire to
extend their knowledge of a country or variety of English that had been
touched on in class (n = 3). For example, the introduction of Singaporean
English in class content prompted two students to explore this variety
further.
Thus, the reasons for choice seemed to centre around three main clusters:
prior experience with speakers of a variety; linguistic curiosity about
familiar and unfamiliar varieties; and general interest in a region and its
speakers. These results mirror those in our earlier study, which also found
that prior experiences heavily influenced students’ choices, in addition to
linguistic curiosity or cultural interest in a particular region (Galloway and
Rose 2014).

Student reflections Student reflections were also coded according to what they had learnt in
on English varieties researching and presenting their findings, as well as by listening to others.
Many comments centred on linguistic features of the variety
(n = 20), in terms of noting morphosyntactic differences (n = 8),
phonological differences (n = 7), and lexical differences (n = 5). Others saw
the activity as a means to more deeply reflect on the linguistic history of a
nation in order to understand the processes that helped shape the English
spoken there (n = 11). One student, for example, noted:
Jamaican English is based on British English (especially north region),
mixed with African languages. Due to its location and connection to US
Jamaican English also has American English features. Patois, which is
creole mainly Caribbean people use, is also spoken. For the first time I
thought this is entirely different from English, because of its name of the
language. However, this language is also a kind of English (strictly creole
and information said that the language is a dialect). (Participant 14)
Comments such as this suggested that the activity gave students an
opportunity to better understand the features of a variety and to challenge
their own preconceived notions of it.
Absent from the reflections were comments that negatively evaluated
the Englishes chosen, although this may be unsurprising given that the
students selected these themselves. This was very different to the findings
of our 2014 study, which found that limited exposure to variation in
English via listening journals reinforced stereotypes in some students,
who had then labelled unfamiliar variations as ‘strange’, ‘difficult’, or
‘incorrect’. We surmise that the nature of the task, where students were

10 Nicola Galloway and Heath Rose

 required to more deeply investigate the features of the English, and to
understand why these differences existed, fostered a richer appreciation
for them. In contrast, the listening journal activity only required learners
to listen to an English and to reflect on it. However, some students noted
that the presentation activity helped to challenge their notions of Standard
English, illustrated in this statement:
Each country has a lot of unique features, but the base language ‘English’

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is the same. I could also notice it is important to respect each features and
it is not important to decide Standard English. (Participant 17)
Such findings highlight the importance of engaging students in more
meaningful ways with the varieties they are exposed to.
Finally, many comments (n = 9) centred on how the activity had helped
them learn more about how English is used in their region, which was
then used as a springboard to become better informed about the use
of English worldwide. One student highlighted a new awareness of
the ethnic diversity of Nigeria, and the existence of many indigenous
language communities, among which English and Creole English
were used as lingua francas. Another student commented on the use of
English in communities in Saudi Arabia. A further student reflected on
the importance of Singaporean English in the construction of a national
identity. Others touched on the negative impact of English on indigenous
languages such as Maori in New Zealand, and other regional lingua
francas such as Swahili in Kenya. One student used the Māori language
revitalization policy in New Zealand to reflect on the influence of the
Japanese language on regional indigenous languages in Japan, namely
those spoken by Ainu populations in the north of Japan.

Student reflections Finally, although not part of the presentation task prompt, many
on the activity comments positively reflected on the activity itself (n = 17). Many students
noted the activity was ‘fun’, a ‘good opportunity’, ‘enjoyable’, ‘interesting’,
and ‘informative’. These students also expressed a desire to learn more,
with one student noting that she wished she had been able to listen to
other presentations. This sentiment was shared by another student who
wrote:
I wanted to hear more of classmates’ presentation such as Japanglish,
Canadian English ... and so on! It was not enough to know ‘World
English’ in this class. We can’t know all of them in just a semester like
4 months. (Participant 8)
Other students reported that the activity motivated them to learn more
about the countries studied, to engage with speakers from that region, or
to travel there in the future.

Implications for ELT This study set out to investigate the effect of explicitly focusing on Global
Englishes in class on English learners' attitudes towards variation. Due
to a lack of materials for teaching Global Englishes, the task sought ways
to do this through an existing EAP-focused course. The presentation
task was one way to raise awareness of the topic and, by allowing the
students to choose Englishes or ELF contexts most salient to them, it

Incorporating Global Englishes into the ELT classroom 11

 aimed to encourage a more learner-centred curriculum. Through their
research and subsequent presentations, the students became important
sources of knowledge, and were empowered by having to impart this
knowledge to others in their presentation groups. This student-centred
approach seemed to be successful in negotiating the obstacle that a lack
of formal teaching materials presented. Based on these results, we would
encourage teachers in a similar teaching context to trial this same task in
their own classrooms. We surmise that the activity would work well with

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students at B2 level and above, but lower proficiency students may need
more scaffolding and help sourcing materials. We would recommend
that teachers consider their students’ own choices and future needs when
selecting the most salient Englishes for the task.
In terms of the effectiveness of the activity in forming students’ attitudes
towards Englishes, we found the presentation approach to be more
effective than the listening journal approach reported in our previous
research (Galloway and Rose 2014). The listening journal approach only
required students to listen to short snippets of speech in an attempt to
raise their awareness of variation. This superficial engagement with
the source material, while eye-opening for many students, reinforced
stereotypes because students focused on the ‘strangeness’ of non-standard
speech compared to other classroom models of English. Requiring
students to meaningfully engage with one variety of English, and to more
richly explore what variation existed, why it existed, and how it was used,
allowed them to appreciate the features of the language. Then, by listening
to their peers impart this knowledge, they developed an awareness that
English is used differently in various contexts around the world, and that
these differences are not right or wrong. Our data did not allow us to look
at the effects of the activity on students’ long-term attitudes or behaviours.
However, a larger study with the same cohort of students has indicated
a heightened awareness of Global Englishes can increase confidence as
L2 English learners and change students’ perceptions of the legitimacy
of alternative models of Englishes. Although the activity does not address
language use across linguistic communities, it could be a useful stepping
stone to raising awareness of ELF communication, which ‘transcends
conventional regions and borders’ (Cogo op.cit.: 98).
In conclusion, we would encourage teachers to explore further activities
such as this one to raise awareness of variation in English, showcase the
global ownership of English, and raise students’ confidence as legitimate
users of a global language. McKay (op.cit.) has argued previously
that language teachers need to prepare learners for using English in
global contexts, and thus need to raise learner awareness of speakers
using English that differs from the prescribed norms depicted in most
commercial ELT materials. Data from this small classroom project
indicate that the use of learner-led research of online, self-access, and
library sources succeeded in engaging learners, and led them to critically
reflect on Global Englishes.
Final version received December 2016

12 Nicola Galloway and Heath Rose

Note the Language and Literatures. Cambridge: Cambridge
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English serves as a first language (although it Matsuda, A. (ed.). 2012. Principles and Practices of
is an additional language for many speakers); Teaching English as an International Language. Bristol:
the outer circle includes countries of the former Multilingual Matters.
British Empire where English operates as a second Matsuda, A. 2016. ‘Introduction’ in A. Matsuda (ed.).
language (although many speakers are native Preparing Teachers to Teach English as an International
speakers); and the expanding circle includes Language. Bristol: Multilingual Matters.

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countries where English had no historical Matsuda, A. and C. S. Duran. 2012. ‘EIL activities
intra-national function, and is taught within the and tasks for traditional English classrooms’ in A.
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Appendix Choose one of the countries from Kachru’s circles and investigate the
Abridged task history and use of English (grammar/pronunciation/loan words/attitudes,
description etc.) or examine the use of ELF in a specific domain (for example
business). You have two weeks to research the topic. Use the library
and self-access centre, and search on the internet for information. The
following websites may help you start:
http://www.world-english.org/accent.htm
http://www.ic.arizona.edu/~lsp/main.html
http://www.une.edu.au/langnet/

Incorporating Global Englishes into the ELT classroom 13

 http://www.pbs.org/speak/seatosea/americanvarieties/smokies/
http://dialectsarchive.com/
http://sounds.bl.uk/
http://www.bl.uk/learning/langlit/sounds/
http://www.bbc.co.uk/voices/

Downloaded from https://academic.oup.com/eltj/article-abstract/72/1/3/3064440 by garethmoen@gmail.com on 15 November 2019

https://www.youtube.com/watch?v = StHBkhpTKsE
http://goodenglish.org.sg/
http://www.ling.upenn.edu/phono_atlas/home.html
http://aschmann.net/AmEng/#LargeMap
http://www.natcorp.ox.ac.uk/
http://www.univie.ac.at/voice/
http://corpus.ied.edu.hk/ace/

14 Nicola Galloway and Heath Rose