This study explores English language ideologies among discipline-specific lecturers at a regional campus of a public university in central Thailand. Through semi-structured interviews with 24 lecturers from various fields, including science and technology, engineering, agricultural sciences, business, and social sciences, this research examines how these lecturers perceive English in their teaching and professional practices. The findings reveal that lecturers engage in patterned but uneven negotiation of English use across different contexts. In high-stakes situations shaped by institutional constraints—proficiency requirements, graduation benchmarks, and employment demands—they adhere to native-speaker standards, reflecting both neoliberal commodification of English as measurable human capital and native-speakerism ideologies. Conversely, in professional communication among colleagues, they adopt flexible practices of English as a lingua franca where mutual understanding is prioritized and institutional native-speaker ideologies are irrelevant. This study also demonstrates that awareness of English diversity is more likely to emerge from real-life exposure to multilingual communication than formal training. However, this awareness is insufficient to challenge institutional constraints that privilege native-speaker standards. This research sheds light on how lecturers negotiate between institutional constraints and communicative realities in uneven ways, offering implications for Global Englishes implementation within and beyond English language classrooms.
This study examines how a long-term foreign educator in Japan narrates his professional transition from classroom teaching to educational management within the English language education industry. Drawing on a critical narrative case study approach, the study explores how professional legitimacy, educational commodification, and foreignness were experienced and interpreted across a thirty-five-year career. Data were collected through a semi-structured interview and analyzed using thematic analysis within a narrative inquiry framework. Findings revealed a broader professional legitimacy narrative characterized by five interconnected themes: Escaping the ALT Identity, Becoming a Professional, Education as Product, The Foreigner as Commodity, and Belonging Without Membership. Viewed through the lenses of neoliberalism, critical pedagogy, and Bourdieu's theory of capital, the findings suggest that educational work in Japan increasingly intersects with market-oriented priorities while professional legitimacy remains shaped by nationality, institutional recognition, and social belonging. The study contributes to discussions of professional identity, teacher agency, and neoliberalism in English language education.
P. Attias· International Journal of Sec...· 0 citations
The purpose of this paper is to increase the awareness of the implication of World Englishes (WEs) for classroom practices and teacher training program policy. The researchers employed a phenomenological approach using semi-structured interviews. All participants defined English not as their native language. This research was a small-scale study involving ten participants from both outer and expanding circle countries with heterogenous educational and professional backgrounds. The originality of this research lies in the phenomenological lens used to explore how individuals from diverse educational and professional backgrounds use WEs in real-life communication. Rather than approaching English from a theoretical perspective, this study anchors its findings in personal narratives, highlighting the shift from traditional, standardized notions of English toward a more inclusive and global understanding of language. The results emphasized inclusivity of Word Englishes, limitations, and the relationship among participants’ voices. In addition, it suggested that textbooks and teaching materials should incorporate different varieties of Englishes. Teachers should present English as a flexible and multicultural tool emphasizing clear communication. Meanwhile, pre-service and in-service teachers training should include sociolinguistic education on global English diversity. This study’s findings have implications for classroom practices in terms of curriculum development and materials, teaching approaches or pedagogy, and teacher training policy.
Juang Rudianto Putra, U. Sulistiyo, E. Haryanto et al.· Studies in Linguistics, Cult...· 0 citations
This study examines how bilingual EFL teachers in Saudi higher education perceive and negotiate their professional identities while teaching monolingual Arabic-speaking students in English-only institutional settings. Grounded in poststructuralist identity, translanguaging, and language ideology theories, the research explores the intersection of pedagogy, identity, and institutional regulation in post-monolingual EFL classrooms. Using a qualitative multiple-case study design, data were collected from 10 bilingual instructors at 3 universities through semi-structured interviews, classroom observations, and reflective teaching journals over a 6-week period. The data were thematically analysed to enable coding, triangulation, and cross-case comparison. Findings show that teachers strategically used Arabic to scaffold complex content, maintain learner engagement, and address the affective dimensions of teaching, while navigating English-only policy constraints through selective compliance and subtle resistance. Reflective journals revealed identity dissonance stemming from tensions between pedagogical beliefs and institutional expectations, with reflection serving as a mechanism for ethical sense-making and professional resilience. Rather than passive policy implementers, the teachers emerged as reflexive practitioners who constructed professional identity through translanguaging, emotional reflexivity, and adaptive pedagogy. The study highlights the need for institutional policies that recognise and support teachers’ multilingual repertoires in Saudi EFL contexts.
В статье рассматривается проблема формирования и согласования профессиональной идентичности билингвальных преподавателей английского языка как иностранного в системе высшего образования Саудовской Аравии. Особое внимание уделяется условиям преподавания монолингвальным институциональной среде, арабоязычным ориентированной на студентам в использование исключительно английского языка. Теоретико-методологическую основу исследования составили постструктуралистские подходы к изучению идентичности, концепция транслингвизма и теория языковых идеологий. В центре анализа находится взаимосвязь педагогической практики, профессиональной идентичности преподавателя и институционального регулирования в постмонолингвальной образовательной аудитории. Исследование выполнено в логике качественного множественного кейс-стади. Эмпирическую базу составили данные, полученные в течение шести недель от 10 билингвальных преподавателей трех университетов. В качестве методов сбора данных использовались полуструктурированные интервью, аудиторные наблюдения и рефлексивные преподавательские дневники. Обработка материалов осуществлялась с применением тематического анализа, включавшего кодирование, триангуляцию данных и межкейсовое сопоставление. Результаты исследования показали, что преподаватели целенаправленно обращались к арабскому языку для объяснения сложного учебного материала, поддержания вовлеченности студентов и работы с эмоционально-аффективными аспектами обучения. При этом они были вынуждены учитывать ограничения институциональной политики «только английский язык», сочетая частичное соблюдение установленных требований с формами скрытого педагогического сопротивления. Анализ рефлексивных дневников позволил выявить диссонанс профессиональной идентичности, возникающий вследствие противоречия между педагогическими убеждениями преподавателей и институциональными ожиданиями. Рефлексия в данном контексте выступала как механизм этического осмысления профессиональной деятельности и поддержания профессиональной устойчивости. Сделан вывод о том, что билингвальные преподаватели не являются пассивными исполнителями языковой политики. Напротив, они выступают как рефлексивные субъекты педагогической практики, конструирующие профессиональную идентичность через транслингвальные стратегии, эмоциональную рефлексивность и адаптивные формы преподавания. Полученные результаты указывают на необходимость разработки институциональных языковых политик, признающих и поддерживающих многоязычные ресурсы преподавателей в контексте обучения английскому языку как иностранному в Саудовской Аравии.
Chowdhury Gaus, Mishu Anjum· Education & Pedagogy Jou...· 0 citations
This exploratory qualitative study investigated pre-service teachers’ intentions to enact Global Englishes Language Teaching after engaging in the Global Empowerment Project, an overseas teaching and service-learning program. This is important because the prevalence of global Englishes renders a traditional, first-language-normative approach to English language teaching inadequate since it does not reflect authentic English communication. Eleven Hong Kong-based participants traveled to Indonesia where they taught English and worked with international peers on a community service project. Thematic analysis applied to their written reflections suggested that the Global Empowerment Project experience enhanced participants’ intentions to include Global Englishes Language Teaching in their future teaching. Three interconnected themes influenced these intentions: authentic global Englishes communicative experiences, awareness raising about global Englishes, and a concomitant change in attitudes towards standardized and global Englishes varieties. Engaging in guided reflection was a critical component. Language teacher education programs can consider adopting similar interventions, in person or online, to support pre- and in-service teachers’ knowledge of global Englishes and ability to incorporate Global Englishes Language Teaching into their classrooms. The study demonstrates practices that contributed to the success of the program which can be built upon, including a three-stage framework with a reflective experiential component built around Kolb’s Experiential Learning Cycle.
This study investigates the digital code-switching practices of English as a Foreign Language (EFL) learners at Universitas Muhammadiyah Sorong, Indonesia, across three prominent social media platforms: WhatsApp, Instagram, and Facebook. Using a qualitative case study approach, the research draws on naturally occurring digital interactions and semi-structured interviews with eight purposively selected participants. Through an interactive analytical framework, the study identifies systematic patterns of inter-sentential and intra-sentential code-switching that function as intentional communicative strategies rather than indicators of linguistic inadequacy. The students employ code-switching to convey emotions, construct personal and social identities, enhance narrative expression, and manage audience relationships within digital environments. English commonly indexes prestige, global orientation, and emotional emphasis, whereas Indonesian maintains cultural resonance and interpersonal closeness. These practices reflect a translanguaging process shaped by the affordances of social media platforms and the multilingual ecology of Eastern Indonesia. The study contributes to ongoing discussions on digital multilingualism by emphasizing code-switching as an essential element of digital literacy and intercultural communicative competence.
I. Ibrahim, Muhammad Nur Ashar Asnur, Ita Suryaningsih et al.· Theory and Practice in Langu...· 0 citations
Nepal’s English classrooms are linguistically and culturally diverse, yet English-only orientations continue to influence English language teaching. This study explores how secondary-level English teachers negotiate learners’ first language (L1) and local cultural knowledge in English teaching and how they perceive the contribution of these resources to learners’ comprehension, participation, interaction, and meaning-making. A qualitative narrative inquiry was conducted with three experienced secondary-level English teachers from public schools in Nepal. Data were generated through three in-depth narrative interview sessions with each participant, conducted mainly in Nepali, transcribed, translated into English where necessary, and analyzed using reflexive thematic analysis while retaining attention to the narrative context of teachers’ accounts. The findings show that teachers used L1 selectively according to learners’ English proficiency, lesson difficulty, pedagogical purpose, and classroom circumstances. Nepali was used to explain difficult concepts, clarify linguistic differences, check understanding, facilitate interaction, and encourage participation. Local cultural knowledge, including familiar foods, festivals, community practices, and everyday experiences, was used to connect unfamiliar English content with learners’ prior knowledge and create meaningful opportunities for English communication. Rather than viewing L1 as an alternative to English, teachers described it as a temporary and purposeful mediational resource that could facilitate learners’ engagement with English. However, they also recognized that excessive reliance on L1 could limit learners’ opportunities to encounter and use English. The study thus conceptualizes multilingual English teaching as a process of pedagogical negotiation rather than adherence to a fixed English–L1 ratio. By bringing together L1 use, local cultural knowledge, and teacher agency, the study contributes a context-sensitive account of how Nepalese English teachers mobilize learners’ existing linguistic and cultural resources while maintaining English as the principal target of instruction. The findings underscore the importance of teacher education that develops teachers’ capacity to make purposeful, context-sensitive linguistic and cultural choices in linguistically and culturally diverse classrooms.
Bibash Thapa, Sujita Upadhayaya· A Peer Reviewed Journal on S...· 0 citations