"It is the aim of this chapter to problematize EMI in the context of Turkish higher education, approaching the phenomenon by this definition. Following the discussion of EMI from a global perspective, the chapter reviews the body of the body of research conducted in Turkey, highlighting the major issues related to EMI practices in Turkish higher education as revealed by administrators, English teachers, content instructors and students. The final part of the chapter discusses how the status quo necessitates a WE perspective. " (p.1)

“Incorporating issues that have surfaced with globalization and impacted English, Global Englishes is conceptually wide-ranging and burdened with arguments that challenge various ingrained views in ELT, such as the idealization of native English speaker norms. The ensuing new perspective inevitably calls for recognition and discussion in English language teacher education. This chapter presents a task in response to that call. Based on the understanding that coursebooks are primary instructional material in both content and language, the task provides an analytical framework devised to create awareness in pre-service teachers towards manifestations of Global Englishes-related issues in ELT materials.” In book: Language Teacher Education for Global Englishes. Edition: 1st Edition, Part II Language Teaching Methods and Instructional Materials in Global Englishes, Chapter: 2.3 Publisher: Routledge

Situated in the Expanding Circle, Turkey has become a setting which offers vibrant linguistic landscapes fascinating to linguists. Underlying this vibrancy is the prevalent use of English for a wide variety of instrumental purposes and multilingualism that is becoming increasingly tangible. This paper explores how diversity brought about by globalization and migration has generated an interesting mix of languages, scripts and modalities led by English in the Turkish context. The data collected from the streets of various districts in Istanbul indicate an interplay of Turkish, English and Arabic, and a sociolinguistic analysis reveals practices of code-switching and translanguaging. The pedagogical implications highlight the importance of promoting a WE/ELF-aware English language teaching through a framework that considers both the plurilingual view of English and the entailing sociolinguistic processes.

The present study aimed to investigate how administrators of foreign language schools prioritize their criteria for recruiting English language instructors and specifically what importance they place on an instructor’s being a native English speaker. To that end, the participants were invited to consider not only Turkish teachers of English as the non-native group but also the foreign teachers coming from different nationalities whose native languages were not English. Data were collected by means of a questionnaire completed by the administrators of foreign language schools at three state and four foundation (non-profit) universities located in İstanbul, Turkey. Results of the study indicated that although there was a consensus on teaching demonstration, teaching experience and educational background as the most important criteria, different practices regarding recruitment of non-native English-speaking teachers were reported.