High School Students’ and Teachers’ Perceptions of Global Englishes in China: Implications for English Language Teaching

Abstract

This study explores the perceptions and ideologies of Global Englishes among high school students and teachers in Pu’er No. 1 Middle High School, Yunnan Province, China, and their implications for English Language Teaching (ELT). Grounded in sociolinguistic theories, including Jenkins’ English as a Lingua Franca (ELF) and Kachru’s Three Circles Model, the research assesses how Global Englishes are understood and valued in an educational system traditionally focused on native-speaker norms, such as British and American English. Employing a mixed-methods design, data were collected through semi-structured interviews with 10 teachers and 20 students, alongside a questionnaire survey involving 133 students. The findings reveal that while students recognize the importance of Global Englishes for future career opportunities and international communication, many still prefer Standard English due to curricular emphasis and teacher influence. Teachers exhibit mixed ideologies; some support incorporating local varieties like Chinese English, whereas others avoid them, citing their perceived lower status globally. The study highlights the need for an inclusive curriculum that embraces diverse English varieties and teacher training programs that promote linguistic flexibility. Furthermore, it calls for revised assessment practices that prioritize communicative competence over strict native-speaker standards, ultimately preparing students for real-world, global communication.