Beyond teaching “just English”: Blurred Boundaries and Their Implications for Contemporary Language Education

Abstract

Reflecting on recent social transformations and technological innovations, this article argues that a holistic change is needed in the scope and identity of English language teaching. I argue that we must embrace a move away from teaching “just English”, that is, concentrating on instruction that targets language in isolation from other forms of knowledge, and instead move toward a more holistic focus on global citizenship skills. These are better able to address the growing importance of the plurality of Englishes likely to be encountered by learners and are central to the development of broader critical literacy skills needed to participate in globalized communication. Finally, I conclude that a refocus is crucial to the long-term viability of English language teaching as a profession in light of the capabilities of emerging AI technologies in language instruction.