Aug 2026· Scientific Journal Of Humanities and Social Sciences· 0 citations· 22 references
Abstract
With the globalization of English, English users, interlocutors, and communicative contexts have become increasingly diverse. Traditional English teaching objectives, which mainly use British and American standard English as their reference, are gradually proving insufficient to fully meet the needs of real-world international communication. From the perspective of Global Englishes Language Teaching (GELT), this paper discusses the shift in English teaching objectives from “standard-language accuracy” to “international communicative competence.” First, it analyzes the historical rationality and limitations of the traditional accuracy-oriented approach based on standard English, highlighting its shortcomings in language ideology, views of communication, and the development of learner agency. Second, it explains the core connotations of international communicative competence in terms of intelligibility, intercultural awareness, negotiation and accommodation abilities, local cultural expression, and the construction of subjectivity. Finally, it proposes corresponding adjustments in curriculum content, classroom tasks, and assessment concepts. This paper argues that reconstructing teaching objectives from the GELT perspective does not mean denying linguistic accuracy. Rather, it repositions accuracy within the framework of authentic communication, enabling it to serve effective communication, intercultural understanding, and learners’ subjective expression.
As Taiwan advances its agenda under the Bilingual 2030 policy, English is increasingly framed as a medium for intercultural engagement rather than merely an academic subject. With the expansion of English-medium instruction and English use in a variety of domains, Taiwanese learners are more likely to use English with other non-native speakers in global contexts. In this setting, pragmatic competence and Global Englishes Language Teaching (GELT), a framework with pragmatics at its core, are essential for enabling learners to negotiate meaning, manage interaction and adapt to diverse cultural norms in an increasingly multilingual and globalized world. Despite this policy shift, English Language Teaching (ELT) curriculum reform has not kept pace. This study examines the extent to which GELT dimensions are incorporated into Taiwan's national ELT curriculum guidelines and four widely used elementary English textbook series. Using deductive thematic analysis and qualitative content analysis across eight dimensions of an adapted GELT framework, the findings reveal a significant divergence between policy-level intentions and their realization in instructional materials. The curriculum guidelines align closely with GELT principles, emphasizing communicative effectiveness, intercultural awareness and the de-centring of native-speaker norms. However, GELT-related pragmatic elements remain largely conceptual, with limited explicit guidance on context-sensitive language use and interactional strategies at the elementary level. In contrast, textbook representations of GELT are partial and uneven. Although some cultural diversity and strategic use of learners’ first language are evident, key dimensions, such as target interlocutors, role models and language norms, continue to privilege Inner-Circle orientations and accuracy-focused conventions. Overall, the study characterizes Taiwan's ELT landscape as a hybrid and transitional model in which globally oriented communicative aims coexist with persistent native-normative practices, highlighting the need for stronger alignment among curriculum design, materials development, assessment practices and teacher education to support sustainable GELT-informed ELT reform.
English Language Teaching (ELT), like all educational disciplines, must continually adapt to global and societal transformations in order to fulfill its mission of providing opportunities for worldwide careers, fostering intercultural communication and preparing responsible citizens for a sustainable future. Due to the excessive exposure and use of smartphones and the Internet, young generations acquire English from very early age. This seems to imply the reasoning that young learners are able to communicate in English without having it as a school subject. It might also further question its relevance, directly influencing learners’motivation for studying English. However, ELT has to remain engaging and pertinent to learners because it includes teaching skills and competencies that require formal education. This paper examines the evolving role of ELT and traces its most significant developments since English emerged as a global lingua franca. It explores how this shift has reshaped the purposes and practices of ELT, particularly in response to societal change and the growing influence of digital technologies on learners. Building on this analysis, the study proposes recommendations for rethinking ELT in ways that advance global citizenship, inclusivity, and intercultural competence. The methodology combines a review of relevant literature with interviews conducted with English teachers and discussions with students of English Language and Literature at the South East European University (SEEU) in North Macedonia.
V. Kareva· Proceedings of The Internati...· 0 citations
The aim of the study is to analyze the development of communicative competence in English language learning at the primary school level and to identify the formation of productive and receptive language skills. In education, increasing importance is given not only to the acquisition of language knowledge, but also to the ability to communicate effectively in various situations, which includes both oral and written skills, as well as the ability to adapt language to the social and cultural context. The theoretical foundations are based on the definition of the elements of communicative competence, which has been developed since the 20th century, and modern research on the most effective methods for its development in primary school is also reviewed, including dialogue creation, interactive games, storytelling, project work and interdisciplinary activities. Research on the need to integrate digital communication skills into the modern learning process was also reviewed. In the context of digital transformation, it has become obvious to develop not only students' digital communicative competence, which allows for the meaningful use of new language forms and digital platforms, but also a new dimension of teachers' professional competence – digital pedagogical communicative competence, which includes the ability to plan, manage and evaluate the learning process in a digital environment. The empirical part used students' answers about their experience in using English and teachers' assessments of students' communicative competence skills in English. Research question: What is the communicative competence in English of primary school students and how can it be improved? Main conclusions: receptive language skills are better developed than productive ones, girls demonstrate higher performance in oral skills, but students who regularly use the language outside of school achieve higher overall results. Elements of communicative competence develop throughout, especially through the active use of productive language skills.
Daina Piraga· Education. Innovation. Diver...· 0 citations
The article substantiates the importance of using a communicative approach in foreign language teaching. The term “communication” is interpreted by scientists as a totality, meaningful generalisation of theoretical and practical knowledge presented in the form of concepts, principles, provisions that promote mutual understanding, and situations necessary for successful interactions. The purpose of teaching a foreign language in a higher education institution is the possession of future teachers of communicative competencies that allow them to implement their knowledge, skills and abilities to solve creative problems. The principles of communicative learning are determined: the principle of speech and mental activity, individualisation, functionality, and novelty. The main factors of effective application of the communicative approach important for teaching a foreign language are highlighted: communicative orientation of all kinds of training; the main link in learning by their interests, abilities, and needs; teaching materials are presented on a thematic or functional basis. Communicative teaching methods are identified, which are based on a humanistic approach and aimed at the development and self-improvement of the individual, the disclosure of its reserve capabilities and creative potential, create conditions for effective improvement of education in higher education. The scientific novelty of forming students’ communicative skills in higher education institutions is determined by changes in the education system, focusing on the formation of communicative competence of future professionals. The use of pedagogical tasks in foreign language classes allows students to form a communicative culture, skills and abilities of foreign language communication; contributes to the real, personal preparation of students for future professional activities; makes foreign language classes more interesting and meaningful. Orientation of foreign language classes on the development of professionally necessary communicative skills and communicative culture ensures the implementation of the principles of the contextual approach of learning, increases students’ motivation for learning and the success of foreign language learning.
V. Chornous· Viae Educationis: Studies of...· 0 citations
Against the backdrop of in-depth advancement of global education and the implementation of the new curriculum reform, intercultural communicative competence has become a vital component of English core literacy. English teaching is no longer limited to the instruction of linguistic knowledge, but emphasizes the cultivation of students’ intercultural communication awareness and comprehensive communicative competence. As the core subject of teaching activities, English teachers’ intercultural communicative teaching competence directly determines the quality and effectiveness of intercultural teaching. This paper systematically sorts out the current development status of English teachers’ intercultural communicative teaching competence and analyzes the prominent problems in teaching cognition, practical ability, cultural literacy reserve, and teaching guarantee. Combined with the practical teaching situation of basic and higher English education, this study proposes targeted development strategies from four dimensions: teachers’ self-improvement, campus teaching empowerment, optimization of the training system, and improvement of the evaluation mechanism. The research aims to provide references for improving English teachers’ intercultural teaching ability, implementing the competency-based educational goals of English discipline, and cultivating compound talents with international vision.
The implementation of the Common European Framework of Reference for Languages (CEFR) in Malaysia has increased the need to evaluate English language textbooks that support communicative competence. This study evaluated the effectiveness of English Plus 1 Year 5 in developing listening and speaking skills among Malaysian primary ESL learners. A convergent parallel mixed-methods design was employed, combining an evaluation of the ELT-TEC textbook with survey responses from 30 English-language teachers in Malaysian government primary schools. Quantitative data were analysed using descriptive statistics, while qualitative responses were analysed through thematic analysis using NVivo 15. The findings indicate that the textbook generally supports oral language development through structured listening and speaking activities. However, teachers identified limitations related to support for lower-proficiency learners, authentic communication, cultural relevance, and classroom implementation. The study recommends enhancing CEFR-aligned instructional materials by incorporating more authentic tasks, differentiated learning zactivities, culturally relevant content, and greater professional support for teachers.
Vidhyalakshmi Gopalakrishnan, Yu Jin Ng, Anealka Aziz et al.· International journal of res...· 0 citations
