Language Teacher Education for Global Englishes: A Practical Resource Book By Ali Fuad Selvi and Bedrettin Yazan
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The globalization of English has sparked disputes about how to teach English and whether language teacher education should equip pre- and in-service teachers to teach English from a global Englishes (GE) viewpoint. When English is used as a global language, it is critical to recognize the importance of teacher education in ensuring that a global Englishes (GE)-informed curriculum and pedagogy is employed. Emerged from post-colonial perspectives, and the privileging of essentialized and idealized ways of knowing, doing and being (while marginalizing local forms of knowing, doing and being), the term, GE, is regarded as a paradigm that revisits the relationship between three earlier terms, World Englishes (WE), English as an international language (EIL), and English as a lingua franca (ELF) (Widodo et al., 2020). However, this term “GE” is not universally accepted. Key WE scholars have contended that GE scholarship misinterprets the nature and scope of Kachru’s work. They argue that Kachru (1985)’s Three Circles Model of World Englishes was intended to highlight the dynamic nature of emergent variation, and the legitimacy of pluricentricity. Without surprise, Sadeghpour & D’Angelo (2022) questions GE, whether it is a complementary or a competing paradigm.
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