Abstract
Global Englishes Language Teaching (GELT) is still in its infancy in Japan as educators struggle to implement tangible and practical classroom methods to promote its principles. The lack of awareness regarding GELT and lingering attitudes that privilege monolingual orientations to teaching and conceptualizing the English language—exacerbated by the construct of native speakerism—persist among teachers, learners, and other educational stakeholders alike. This chapter examines how three Teaching English to Speakers of Other Languages (TESOL) practitioners teaching in three different university contexts in various regions of Japan attempted to instill GELT-informed principles in their classrooms. As the reflective teaching movement has helped to enhance the knowledge base by highlighting the importance of reflection on classroom practices, this chapter adopts a collective narrative approach to reflect on the materials choice, curriculum design, and lesson activities to share the strategies undertaken by the teachers to promote multilingualism, diversity, and pluralism in the GELT classroom. We discuss the implications for curriculum development and program administration in fostering the use of multilingualism in other English language teaching (ELT) settings outside of Japan.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Galloway, N., & Numajiri, T. (2020). Global Englishes language teaching: Bottom-up curriculum implementation. TESOL Quarterly, 54(1), 118–145. https://doi.org/10.1002/tesq.547
Garcia, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Palgrave MacMillan.
Glasgow, G. P., Ng, P. C. L., Matikainen, T., & Machida, T. (2020). Challenging and interrogating native speakerism in an elementary school professional development programme in Japan. In S. A. Houghton & J. Bouchard (Eds.), Native speakerism: Its resilience & undoing (pp. 189–212). Springer. https://doi.org/10.1007/978-981-15-5671-5_9
Hashimoto, K., & Glasgow, G. P. (2021). English language policy in Japan: Current realities and challenges ahead. In E. L. Low & A. Pakir (Eds.), English in east and south Asia: Policy, features and language in use (pp. 33–46). Routledge.
Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200–207. https://doi.org/10.1111/j.1467-971X.2009.01582.x
Kachru, B. B. (1990). World Englishes and applied linguistics. World Englishes, 9(1), 3–20. https://doi.org/10.1111/j.1467-971X.1990.tb00683.x
Kirkpatrick, A. (2007). World Englishes. Cambridge University Press.
Konakahara, M., & Tsuchiya, K. (Eds.). (2020). English as a lingua franca in Japan towards multilingual practices. Palgrave McMillan.
Little, D., & Kirwan, D. (2019). Engaging with linguistic diversity. Bloomsbury Academics.
Lowe, R. J. (2020). Uncovering ideology in English language teaching: Identifying the ‘native speaker’ frame. Springer. https://doi.org/10.1007/978-3-030-46231-4
Matikainen, T. (2019). Beyond the native speaker fallacy: Internationalizing English-language teaching at Japanese universities. In P. Wadden & C. C. Hale (Eds.), Teaching English at Japanese universities: A new handbook (pp. 174–180). Routledge.
McArthur, T. (1987). The English languages? English Today, 3(3), 9–13. https://doi.org/10.1017/S0266078400013511
Ng, P. C. L. (2018). Overcoming institutional native speakerism: The experience of one teacher. In S. A. Houghton & K. Hashimoto (Eds.) Towards post-native-speakerism: Dynamics and shifts (pp. 3–15). Springer. https://doi.org/10.1007/978-981-10-7162-1_1
O’Regan, J. P. (2021). Global English and political economy: An immanent critique (1st ed.). Routledge.
Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge University Press.
Seargeant, P., & Swann, J. (2012). English in the world: History, diversity, change. Open University.
Sharifian, F. (Ed.). (2009). English as an international language: Perspectives and pedagogical issues. Multilingual Matters.
Yamada, M. (2015). The role of English teaching in modern Japan: Diversity and multiculturalism through English language education in a globalized era. Routledge.
Yamagami, M., & Tollefson, J. W. (2011). Elite discourses of globalization in Japan: The role of English. In P. Seargeant (Ed.), English in Japan in the era of globalization (pp. 15–37). Palgrave Macmillan.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Ng, P.C.L., Matikainen, T., Glasgow, G.P. (2023). Multilingualism in Global Englishes Language Teaching: Narrative Insights from Three TESOL Practitioners in Japan. In: Raza, K., Reynolds, D., Coombe, C. (eds) Handbook of Multilingual TESOL in Practice. Springer, Singapore. https://doi.org/10.1007/978-981-19-9350-3_10
Download citation
DOI: https://doi.org/10.1007/978-981-19-9350-3_10
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-19-9349-7
Online ISBN: 978-981-19-9350-3
eBook Packages: EducationEducation (R0)