A Duoethnographic Study of Global Englishes Instructional Practices, Aspirations, and Realities

PDF(345 KB)

Asian Journal of English Language Teaching ›› 2025, Vol. 34 ›› Issue (1) : 89-107.

A Duoethnographic Study of Global Englishes Instructional Practices, Aspirations, and Realities

Shu-wen LIN¹, Gareth HUMPHREYS²

Author information +

History +

Abstract

This duoethnographic study explores the Global Englishes (GEs) instructional practices and adjustments of two university-level English teachers in Taiwan and Japan. Despite individual journeys towards GEs awareness, shaped by personal language learning experiences and professional trajectories, both encountered similar challenges in integrating GEs perspectives into their instructional practices due to entrenched preference for native English speakers as ideal language models among students and colleagues, and rigid curricular and institutional constraints. These connected challenges, reflecting broader patterns in ELT contexts, shape the article's analytical focus. Through reflective dialogue and analysis, the study highlights how each teacher faced resistance to GEs-informed instructional efforts and how they responded both explicitly through learning content and implicitly through teaching behaviours. While both reported resistance from students, colleagues, and curricula, subtle behavioural adaptations in teaching were practical in classroom settings and occasionally helped students feel more confident using English. The duoethnographic approach allowed for a dialogic reflection on practice and mutual understanding between the researchers. This work offers insight into how contextual and professional factors can shape what is possible in GEs instructional practice.

Key words

Global Englishes / duoethnography / teacher reflections / native speakerism / ELT

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

Shu-wen LIN, Gareth HUMPHREYS. A Duoethnographic Study of Global Englishes Instructional Practices, Aspirations, and Realities[J]. Asian Journal of English Language Teaching. 2025, 34(1): 89-107

References

Boonsuk Y., Ambele E. A.,& McKinley, J.(2021). Developing awareness of Global Englishes: Moving away from ‘native standards' for Thai university ELT. System, 99, Article 102511, 1-11. https://doi.org/10.1016/j.system.2021.102511
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/s0261444803001903
Breault R. A.(2016). Emerging issues in duoethnography. International Journal of Qualitative Studies in Education, 29(6), 777-794. https://doi.org/10.1080/09518398.2016.1162866
Fang, F. (2018). Native-speakerism revisited: Global Englishes, ELT and intercultural communication. Indonesian Journal of English Language Teaching, 13(2), 115-129. https://doi.org/10.25170/ijelt.v13i2.1453
Fang, F., & Ren, W. (2018). Developing students' awareness of Global Englishes. ELT Journal, 72(4), 384-394. https://doi.org/10.1093/elt/ccy012
Galloway, N., & Rose, H. (2018). Incorporating Global Englishes into the ELT classroom. ELT Journal, 72(1), 3-14. https://doi.org/10.1093/elt/ccx010
Rose H., McKinley J., & Galloway N. (2021). Global Englishes and language teaching: A review of pedagogical research.Language Teaching, 54(2), 157-189. doi:10.1017/S0261444820000518
Holliday, A. (2006). Native-speakerism. ELT Journal, 60(4), 385-387. https://doi.org/10.1093/elt/ccl030
Jenkins, J. (2015). Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice, 2(3), 49-85. https://doi.org/10.1515/eip-2015-0003
Jindapitak N., Teo A.,& Savski, K.(2022). Bringing Global Englishes to the ELT classroom: English language learners' reflections. Asian Englishes, 242022.2033910
Kachru B. B., Kachru Y., & Nelson, C. L. (Eds.). (2006). The handbook of World Englishes. Oxford: Blackwell Publishing. https://doi.org/10.1002/9780470757598
Lowe, R. J., & Pinner, R. (2016). Finding the connections between native-speakerism and authenticity. Applied Linguistics Review, 7(1), 27-52. https://doi.org/10.1515/applirev-2016-0002
Lu, H., & Buripakdi, A. (2020). Effects of Global Englishes-informed pedagogy in raising Chinese university students' Global Englishes awareness. PASAA, 60(1), 97-133. https://doi.org/10.58837/chula.pasaa.60.1.4
Matsuda, A. (2019). World Englishes in English language teaching: Kachru's six fallacies and the TEIL paradigm. World Englishes, 38(1-2), 144-154. https://doi.org/10.1111/weng.12368
Matsuda, A. (2020). World Englishes and pedagogy. In C. L. Nelson, Z. G. Proshina, & D. R. Davis (Eds.), The handbook of World Englishes (2nd ed.) (pp. 686-702). Hoboken, NJ: John Wiley & Sons. https://doi.org/10.1002/9781119147282.ch38
Norris, J. (2008). Duoethnography. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 233-236). London: SAGE Publications. https://repository.bbg.ac.id/bitstream/515/1/The_Sage_Encyclopedia_of_Qualitative_Research_Methods.pdf
Norris, J., & Sawyer, R. D. (2017). Introduction: The efficacy of duoethnography in teaching and learning: A return to its roots. In J. Norris & R. D. Sawyer (Eds.), Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogy(pp. 1-14). London: Palgrave Macmillan. https://doi.org/10.1057/978-1-137-51745-6_1
Rose H.,& Galloway, N. (2019). Global Englishes for language teaching. Cambridge: Cambridge University Press.
Rose, H., & Montakantiwong, A. (2018). A tale of two teachers: A duoethnography of the realistic and idealistic successes and failures of teaching English as an international language. RELC Journal, 49(1), 88-101. https://doi.org/10.1177/0033688217746206
Selvi, A. F. (2019). The ‘non-native' teacher. In S. Walsh & S. Mann (Eds.), The Routledge handbook of English language teacher education(pp. 184-198). London: Routledge. https://doi.org/10.4324/9781315659824-14
Selvi A. F., Yazan B., & Mahboob A. (2024). Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions. Language Teaching, 57(1), 1-41. https://doi.org/10.1017/s0261444823000137
Sifakis, N. C. (2019). ELF awareness in English language teaching: Principles and processes. Applied Linguistics, 40(2), 288-306. https://doi.org/10.1093/applin/amx034
Werbińska, D. (2020). Duoethnography in applied linguistics qualitative research. Neofilolog, 54(2), 269-283. https://doi.org/10.14746/n.2020.54.2.5