1. What is the importance of Global Englishes (GE) for English language teaching (ELT)?
I believe both language practitioners and applied linguistics researchers of English should recognize the current linguistic landscape, where language contact is rather complex, dynamic and emergent. From a traditional EFL native-oriented perspective, in most circumstances, GE is not currently adopted in language policy and curricula, let alone pedagogy and assessment. It is important that the idea of GE should be realized by policy makers and administrators of ELT, thus the application of GE in ELT will not be a lip service.
2. What does the book say about GE and future ELT practices?
I would like to summarize what we have discussed in the first chapter concerning GE and future ELT practices: we recognize that TESOL is in the transition era and call for a need to incorporate GE into today’s ELT in multilingual contexts. We are positive to see more proposals to translate the concept of GE into language policy, curriculum, pedagogy and assessment but it is still be a long way off.
3. What kind of research has been covered in the book?
The chapters include some theoretical discussions on common (mis)beliefs of ELT and international standardized English language proficiency tests, as well as some empirical research in certain contexts including Mainland China, Brunei Darussalam, Hong Kong, the Philippines, Japan, Turkey (and Northern Cyprus), and Australia.
4. Why did you focus on Global Englishes in Asia?
Both of the editors are based in Asia and are familiar with the Asian context. Moreover, we believe that it is important to deal with the Asian context as it has the majority of language learners (users) where English is used mainly as a second or additional language.
5. What kind of research project are you currently working on?
I am currently working with Dr Will Baker researching “Chinese student sojourners development of intercultural citizenship in ELT and EMI programmes” funded by the British Council. A report has been published online at:
6. What sort of research topics should be dealt with in future GE projects?
It is hoped to deal with language policy and curriculum documents, e.g., syllabi and textbooks through a critical GE perspective. It is also key to conduct class observations to see whether GE has turned into classroom practice and unpack teachers/learners awareness of GE. I am also interested in investigating the relationship of attitude and identity from a GE perspective. We have proposed some future directions for research on Global Englishes in the last chapter of this edited volume.