Critical Perspectives on Global Englishes in Asia

Provides fresh and critical insights into how Global Englishes perspectives can be translated into educational practices

This book addresses the incorporation of Global Englishes into language policy and curriculum, pedagogy and assessment practices, and focuses on a wide range of geographical and language contexts. It will be of interest to policymakers, curriculum developers and practitioner-researchers in the area of English language education.

Fan Fang is an Associate Professor in the College of Liberal Arts, Shantou University, China. His research interests include Global Englishes, language attitudes, identity and intercultural communication. He has published various articles and chapters in the area of applied linguistics and education.

Handoyo Puji Widodo has taught English in China, Indonesia and the USA. Widodo has published extensively in refereed journals and edited volumes. His areas of specialization include language teaching methodology, language curriculum and materials development, systemic functional linguistics (SFL) in language education, and teacher professional development. His work has been grounded in socio-semiotic, socio-cognitive, sociocultural, and critical theories of language pedagogies.

Fan Fang is an Associate Professor in the College of Liberal Arts, Shantou University, China. His research interests include Global Englishes, language attitudes, identity and intercultural communication. He has published various articles and chapters in the area of applied linguistics and education.

Handoyo Puji Widodo has taught English in China, Indonesia and the USA. Widodo has published extensively in refereed journals and edited volumes. His areas of specialization include language teaching methodology, language curriculum and materials development, systemic functional linguistics (SFL) in language education, and teacher professional development. His work has been grounded in socio-semiotic, socio-cognitive, sociocultural, and critical theories of language pedagogies.

This collection provides well-argued critiques of the use of native speaker models and standards for English teaching. The authors, taking into account a wide range of contexts, propose the adoption of the concept of global English(es) (GE) and provide thoughtful suggestions of how principles of GE can inform the English language teaching practice.