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Repositioning English and Teaching Practices in Global Englishes: A Critical Perspective from Thai Higher Education

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Title: Repositioning English and Teaching Practices in Global Englishes: A Critical Perspective from Thai Higher Education
Language: English
Authors: Yusop Boonsuk (ORCID 0000-0002-3923-6163), Fa-ezah Wasoh, Eric A. Ambele
Source: Language Teaching Research. 2026 30(4):2110-2129.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Faculty, Language Teachers, Teacher Attitudes, Language Attitudes, Second Language Instruction, Second Language Learning, English (Second Language), Global Approach, Teaching Methods, Curriculum Design, Official Languages, Language Variation, Intercultural Communication, Dialects, Pronunciation, Instructional Materials
Geographic Terms: Thailand
DOI: 10.1177/13621688231178364
ISSN: 1362-1688
1477-0954
Abstract: More English as a second language (ESL) and English as a foreign language (EFL) scholars are shifting attention to the Global Englishes (GE) paradigm and its attitudinal and functional impacts on English language education. Nevertheless, knowledge of this paradigm is seemingly unclear to many scholars, and there is an enormous knowledge gap on the practicality of GE implementation in Thai higher education. To minimize this gap, the current study explored the attitudes of 10 Thai EFL teachers in 10 universities across Thailand toward GE and the possibility of incorporating GE in teaching practices in Thai higher education. Qualitative data from semi-structured interviews were analysed using content analysis. The results revealed that most participants had positive perceptions toward English varieties emerging from outer and expanding circles users with diverse linguacultural backgrounds even though their Englishes have distinctive linguistic features compared to inner circle Englishes. The participants further reported their non-opposition to incorporate GE in Thai higher education, mainly if such GE integration would introduce learners to the target cultures of different English varieties, transform performance assessment, introduce new learning materials of both local and global content, expose them to various English accents, and reformulate goals of English language teaching (ELT). This implies a need for a redesign of Thai higher education ELT policies and curriculums to incorporate the GE paradigm and English varieties from the inner, outer, and expanding circles while also avoiding any biases toward native English in teaching.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502937
Database: ERIC
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  Data: Repositioning English and Teaching Practices in Global Englishes: A Critical Perspective from Thai Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Yusop+Boonsuk%22">Yusop Boonsuk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3923-6163">0000-0002-3923-6163</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fa-ezah+Wasoh%22">Fa-ezah Wasoh</searchLink><br /><searchLink fieldCode="AR" term="%22Eric+A%2E+Ambele%22">Eric A. Ambele</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 20
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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  Data: 10.1177/13621688231178364
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  Data: 1362-1688<br />1477-0954
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  Data: More English as a second language (ESL) and English as a foreign language (EFL) scholars are shifting attention to the Global Englishes (GE) paradigm and its attitudinal and functional impacts on English language education. Nevertheless, knowledge of this paradigm is seemingly unclear to many scholars, and there is an enormous knowledge gap on the practicality of GE implementation in Thai higher education. To minimize this gap, the current study explored the attitudes of 10 Thai EFL teachers in 10 universities across Thailand toward GE and the possibility of incorporating GE in teaching practices in Thai higher education. Qualitative data from semi-structured interviews were analysed using content analysis. The results revealed that most participants had positive perceptions toward English varieties emerging from outer and expanding circles users with diverse linguacultural backgrounds even though their Englishes have distinctive linguistic features compared to inner circle Englishes. The participants further reported their non-opposition to incorporate GE in Thai higher education, mainly if such GE integration would introduce learners to the target cultures of different English varieties, transform performance assessment, introduce new learning materials of both local and global content, expose them to various English accents, and reformulate goals of English language teaching (ELT). This implies a need for a redesign of Thai higher education ELT policies and curriculums to incorporate the GE paradigm and English varieties from the inner, outer, and expanding circles while also avoiding any biases toward native English in teaching.
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