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.
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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
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