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Globalization and the global spread of English: Concepts and implications for teacher education: A Brazilian Perspective

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... Language teacher education has changed in line with the effects of a globalized world and the intense exchange among cultures (DINIZ DE FIGUEIREDO, 2018). What seemed to require technical knowledge of pedagogic strategies and linguistic structures, together with how to apply them to various teaching-learning and communicative situations, has now been seen as a much more comprehensive and complex learning process. ...
... Critical debate on the impact of globalization has enabled us to reflect on and question homogenizing ontoepistemologies 2 that look down on other practices by regarding them as inferior, incomplete, too localized, and therefore deemed as ineffective and unfeasible, and at times even making them invisible, projecting them to the other side of the abyssal line (SOUSA SANTOS, 2018). Social, linguistic and economic changes have always been an important part of how people communicate, interact and behave in social environments, but globalization has intensified such dimensions to a point where they can no longer be ignored or left out of education -especially language teacher education, and even more importantly, when English language teacher education is concerned (DINIZ DE FIGUEIREDO, 2018). We need to rethink our understandings of what constitutes teaching and learning, what we conceive as language, how English is implicated in modernity/coloniality, how it has been placed as the language of contact and access to knowledge throughout the world, and how such positionality affects our own positionalities and our own interpretations of the space-time relationship. ...
... We argue that a good teaching practice would be to adapt to the diverse varieties of the language (Bernardo, 2017), to exercise a critical view of the language, presenting social-historical repercussion of the language and its global spread in classroom (Figueiredo, 2018), and to encourage students' effort attempting to understand their needs (Silva, 2009). Therefore, the qualities a good teacher must have are not necessarily those that a native speaker of the target language has (Silva, 2009;Tosuncuoglu, www ...
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This paper reflects about the role of English, Literature and teachers’ beliefs in English language teaching (ELT), addressing notions of native speakerism and Otherness in the critical analysis of James Kirkup’s (1994) short story “The Teacher of American Business English”. The methodology is qualitative and based on Content/Discourse Analysis linking the themes addressed in the story to the literature review that includes the role of English, the contact of languages and cultures, the development of beliefs and identities, and the socio-historical context of such occurrences. The critical analysis shows evidence of prejudiced practices and discourses about the varieties and differences of cultures and languages by the main character in the short story. The study concludes that the views found in the story may be representative of many hegemonic, prejudice views of cultures and languages found in pedagogical practices around the world and as such contributes to the critical reflection on the role of English, Literature and teacher’s beliefs as well as the power of critical analysis based on Literature to aid intercultural encounters/meeting the Other.
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The significance of English as a lingua franca (ELF) has been promoted widely in English language teaching worldwide and has driven scholarly attention to English language teachers in Mainland China. However, little attention has been paid to English teachers’ perceptions of ELF-informed teaching during the pre-service stage of their careers. To narrow the gap, the present study aims to investigate English student-teachers’ perceptions of ELF and its teaching in a national key Chinese normal university through a questionnaire and semi-structured interviews. Results indicated that the participants held an insufficient understanding of ELF, and lacked support in their teacher education programmes regarding how to implement ELF-informed teaching practices. Additionally, the study revealed some contextual challenges encountered by the participants in relation to ELF-informed teaching. The study concludes with suggestions about promoting student English teachers’ ELF awareness and developing ELF-informed pedagogies in China.
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