EFL Education Students’ Perceptions of Global Englishes in ELT in the Mekong Delta, Vietnam
DOI:
https://doi.org/10.58837/CHULA.PPJ.38.6Keywords:
Global Englishes, English Language Teaching, pedagogical integration, linguistic diversityAbstract
While previous research has delved into the influence of Global Englishes (GE) on English Language Teaching, less is known about English education students' perceptions of GE and its subsequent integration into their pedagogical methods. This study, grounded in the context of the Mekong Delta, Vietnam, seeks to address this gap. Conducting semi-structured interviews with 18 English education students enrolled in courses pertinent to GE in two universities, the qualitative research identifies patterns and themes via a combined deductive and inductive thematic analysis. The results disclose the students' acceptance of linguistic diversity and shared ownership of English. They resist the notion of the sole possession of English by native speakers, underscoring the need to acknowledge diverse English varieties and cultures in their teaching practices. While the study participants appreciate the value of GE, there are concerns about their practical readiness to implement GE into their teaching manifest, citing potential opposition from educational counterparts or institutional norms. Notwithstanding the limited sample size and specific geographical context, the study findings bear significant implications, encouraging teacher educators to incorporate GE into their curricula, stimulate positive attitudes toward GE pedagogies, and incite curriculum developers to embed the concept of GE effectively into ELT courses. The conclusions anticipate a critical paradigm shift in English language education, embracing a globally diverse, contextually responsive understanding of English.
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