Valentina Canese

DOI: https://doi.org/10.47133/tegc_ch01 

ABSTRACT

Teaching English in global contexts involves understanding cultural diversity and intercultural communication, as well as being able to adapt your teaching to meet the needs of diverse learners in all contexts. Scholars have proposed pedagogical implications and principles for adopting an international or global perspective toward the teaching of English. These include knowing our learners, promoting multiculturalism, understanding language variation, creating conditions for language learning, designing high-quality lessons, and engaging in a community of practice. This book provides pre-service teachers in international contexts with a quality open-access educational resource that addresses these principles and pedagogical implications. In this first chapter, you will learn about the context of teaching English in global contexts as well as how this book will address these through each of the 55 chapters organized around nine major themes that represent the language, learners, and learning aspects identified in the book title. 

Keywords: Global English, English language teaching, principles of language teaching, pedagogical implications, open educational resource 

How to cite this chapter: 

Canese, V. (2023). The Teaching of English in Global Contexts. In V. Canese & S. Spezzini (Eds.), Teaching English in Global Contexts, Language, Learners and Learning (pp. 39-47). Editorial Facultad de Filosofía, UNA. https://doi.org/10.47133/tegc_ch01

INTRODUCTION

Teaching English has become increasingly important in today's globalized and interconnected world. Through the teaching of English, we prepare students to navigate the growing challenges of global communication (Crystal, 2003). To do this effectively, we must understand cultural diversity and intercultural communication and be able to adapt approaches for meeting the needs of diverse learners in many contexts worldwide. We also need to be aware of linguistic and cultural variations across the English-speaking world (Canagarajah, 2014). At the same time, university students in resource-challenged contexts often face limited access to affordable and accessible quality textbooks (Hilton, 2020; Trotter, 2018). Even scarcer are quality materials to prepare pre-service English teachers in the Global South (countries with similar socio-economic and political characteristics located mainly, but not entirely, in the Southern Hemisphere) (Hollington et al., 2015). 

Fortunately, many of these challenges can be addressed by the evolving technology that has revolutionized the instruction of languages and the preparation of language teachers. Although emerging digital tools can represent a different type of challenge, such tools can also offer great promise. The promising potential of technology has given rise to online open educational resources (OER), an increasingly popular way to address the challenge of inaccessibility to teacher preparation materials in the ever-changing world of the 21st century (Hilton, 2020; Trotter, 2018). Inspired by the potential of OER materials, the faculty at an English teacher preparation program in Paraguay conceptualized the book that you are now reading. These teacher educators envisioned providing you, as a future teacher, with access to necessary conceptual and methodological tools for effectively teaching in local venues, which, though local, are influenced by what is happening globally. 

In this book’s first chapter, you will learn about issues and challenges related to teaching English in global contexts. You will also learn about approaches and strategies needed to become an English teacher in today’s globalized society.  

Background

The role of English as a tool for international communication has been growing in importance, especially within today’s globalized society. Hence, it has become even more crucial for English teachers to understand the complexities of new contexts and the diversity of users. To address these dynamic issues, scholars have suggested a change in paradigm within the field of English language teaching (ELT). Though these scholars have proposed various frameworks and approaches (often with different names), most agree that the diverse varieties of English are spoken for specific purposes and learned in different ways (Matsuda, 2017).  

To teach English today, you need knowledge of the English language as well as an understanding and awareness of issues related to language and its different forms and functions. To address these issues, you also need knowledge about cultural differences and pedagogical strategies. Becoming an English teacher requires you to prioritize the language competence of your learners—their knowledge of negotiation strategies and pragmatics—above simply knowing the norms and conventions of the language (Canagarajah, 2014). Thus, teachers need strategies for helping their learners develop language awareness, rhetorical sensitivity, and negotiation strategies for their students to become more adept at navigating various communicative practices and social relations in a globalized world. 

Adopting an international or global perspective toward the teaching of English has pedagogical implications regarding how to include these various dimensions in the ELT classroom (McKay, 2012). These implications include (but are not limited to) the following:

• promoting multilingualism and multiculturalism, 

• developing an awareness of language variation and use for all students, 

• adopting localized language planning and policies that allow equal access to English learning, 

• re-examining the concept of qualified English teachers, and 

• taking a critical look at the discourses surrounding the teaching of English.

To meet these needs of ELT professionals, the TESOL International Association introduced six core principles for the exemplary teaching of English (Short et al., 2018). Based on years of research in language pedagogy and language acquisition theory, these six principles are as follows:

• Principle 1. Know your learners.

• Principle 2. Create conditions for language learning.

• Principle 3. Design high-quality lessons for language development.

• Principle 4. Adapt lesson delivery as needed.

• Principle 5. Monitor and assess student language development.

• Principle 6: Engage and collaborate within a community of practice.

Based on these principles, this book aims at providing pre-service teachers with the tools to understand both the theoretical and conceptual issues related to the teaching of English in global contexts as well as the pedagogical or methodological tools to become effective teachers in complex environments. For pre-service and novice English teachers, knowing the principles and concepts mentioned above might seem like a huge responsibility (which it is). This might also seem overwhelming (which it is). However, the editors of this book and the authors of these chapters have worked diligently to present pedagogical strategies in a way that is easily accessible and practical for you to implement.

MAJOR DIMENSIONS

Based on the cited literature and with input from several of the chapter authors, the editors identified major themes for grouping the book’s 55 chapters into nine parts.  Each of these parts represents different aspects related to the teaching of English in global contexts. 

Part I introduces the three concepts mentioned in the second half of the book’s title: language, learners, and learning. These concepts refer to the importance of understanding the different types of Englishes spoken around the world, the variety of ways that English is taught, and how teachers may incorporate humanistic elements in their lessons. 

Parts II, III, and IV discuss issues related to language learners, language learning, language use, and the contexts for learning and using language. Understanding language implies understanding the use of language in context. This understanding is paramount to providing English instruction that effectively meets learners’ needs. These parts have chapters that will help you understand these issues. With this foundation, you will be able to provide an experience to learners that is conducive to learning and that, in turn, will allow them to communicate effectively in different contexts and situations. 

Parts V, VI, VII, and VIII present topics related directly to teaching and assessing. These parts have chapters that will help you, as a pre-service English teacher, learn about different methods and approaches as well as strategies and assessment techniques aligned with those approaches.  You will also learn to carefully select and adapt approaches, methods, strategies, and techniques for meeting the needs of your future students based on their age and purpose for learning English as well as the learning context.

Finally, Part IX focuses on staying current in the ELT profession and participating in a community of practice that supports ongoing development and growth. By becoming a reflective practitioner and by engaging and collaborating with other professionals, you will be able to build your knowledge and understanding of the issues at hand and, also, identify the most appropriate ways to meet your students’ needs. In other words, through this book, the editors and authors strive to help you become an effective English teacher. 

PEDAGOGICAL APPLICATIONS

Each chapter in this book offers pedagogical applications that you can use to engage your language learners regarding aspects in that chapter. Following is a synopsis of how, within each of the nine parts, the authors have focused their respective chapters on helping you learn about teaching English in global contexts.

Part I: World of English Language Teaching

The authors in Part I introduce you to the book and its value for you and other ELT educators. First, Valentina Canese briefly surveys the main issues related to teaching English in global contexts, provides some principles for teaching in these contexts, and connects those principles to the contents in the book. Then, Leslie Barratt presents the concept of Global Englishes and explains how to incorporate Global Englishes in ELT classes. Remigio Díaz introduces the different ways that English is taught and how these may be used by novice teachers. Finally, Bryan Meadows presents ways in which we can incorporate humanism in our ELT lessons. 

Part II: Language Learners

The authors in Part II focus on language users and learners as well as on the learning needs of specific age groups. First, Stephanie Montiel shows different ways for you to build relationships with your learners given that such relationships are essential for teaching effectively. Then, Grazzia Mendoza offers strategies to incorporate social emotional learning at all levels to promote our learners’ holistic development. Monica Gandolfo, Beatriz Damiani, and Laura Caperochipe provide examples of how to teach English to young learners, especially in resource-challenged contexts. Vicky Ariza discusses how to use The 6 Principles for Exemplary Teaching of English Learners (Short et al., 2018) to teach adolescents so that you can address their individual and social needs. Finally, Maura Zalimben highlights ways to help adults learn autonomously, thus empowering them to guide their own efforts with learning English.

Part III: Language Learning and Use

The authors in Part III focus on language as an object for learning and as a resource for communication. First, Harshini Lalwani provides examples of how to build language awareness in our English classes. Then, Silvia Terol and Jessica Amarilla offer suggestions on how we can use social media in our ELT classes to enhance language awareness. After defining explicit and implicit learning, Carla Fernandez exemplifies how both are needed to support second language acquisition. Heather Kaiser demonstrates how we can design learner-centered classrooms to promote active learning. Kristina Sandi provides ways in which we can promote thinking skills to enhance language learning by considering how the functions of the brain are related to thought and language. Kailin Liu and Julie Choi discuss and exemplify how we can explore meaning through the incorporation of translanguaging practices in ELT lessons. Aida Rodomanchenko provides insights on teaching interjections to help students with oral discourse and to facilitate conversational flow. Finally, Christian Cristóful presents how teachers can use different types of oral and written feedback to help English learners with their language output. 

Part IV: Context for Teaching and Learning

The authors in Part IV explore ELT contexts as well as physical, social, emotional, and pedagogical issues. First, Remigio Díaz outlines several contexts for the teaching and learning of English and explains how each context can provide students with meaningful experiences for critical thinking and learning. Along similar lines, Rocio Mazzoleni provides recommendations for incorporating inclusive education practices in ELT classrooms to meet the needs of all students. Becky Crosbie and Diane Carter explain how to use group projects to support language learners by creating collaborative learning communities. Grazzia Mendoza exemplifies ways in which teachers can use meaningful student interaction to enhance classroom management. Kent Buckley-Ess shows how teachers can effectively create discourse opportunities to strengthen English learners’ communicative skills. Holly Hubbard, Amanda Foss, and Chad Strawn present ways to integrate technology applications and digital tools in ELT classrooms to promote language development. Yulia Grevtseva and Elena Zyrianova offer suggestions to maximize the use of virtual and hybrid classrooms for language learning. Finally, Harshini Lalwani outlines a step-by-step process to develop effective lesson plans that enable teachers to be fully prepared for delivering classroom instruction. 

Part V: Content and Language Integration

The authors in Part V explain content and language integration and explore successful integration. First, Alberto Roca provides suggestions to maximize the benefits of content and language integrated learning (CLIL) and to minimize its challenges. Then, Fernando Esquivel shows how to create and implement lessons with game-like actions that support language learning (i.e., gamification framework). Stael Ruffinelli and Carolina Ortiz demonstrate how to use authentic literature to help young learners relate to literature and communicate with others. Carolina Ortiz and Matthew Vaky explain how to use theater and drama techniques to teach English. Otoniel Carrasquel recommends ways for incorporating music in ELT classrooms. Finally, Silvia Terol shares how pedagogical translation and interpretation can enhance language skills.

Part VI: Methods and Approaches

The authors in Part VI describe ELT methods and approaches, trace historical developments, and identify trends. First, Clara Onatra and Sandra Palencia describe how the major trends from the 20th century continue to influence language teaching practices in the 21st century. Then, Nicolás Dantaz demonstrates how to apply three approaches used widely in the 21st century within our ELT classrooms. Gabriel Díaz Maggioli showcases how to use two highly innovative approaches to engage English learners. Valentina Canese provides strategies to incorporate inquiry for students to develop critical thinking and become more effective learners. Ignacio Giménez and Cynthia Rolón describe how to use a task-based approach to support adults with learning English. Cynthia Rolón and Ignacio Giménez explain how to use Engage-Study-Activate to teach English to adults. Finally, Catherine Davies, Josephine Prado, and Julia Austin propose strategies for teaching and learning English grammar through a socio-cultural approach. 

Part VII: Teaching Strategies

The authors in Part VII present strategies to teach the four language skills (listening, speaking, reading, writing) and integrated skills as well as pronunciation and vocabulary. First, Elena Nuñez offers practices and strategies to help learners at different language levels with developing their listening comprehension. Then, Susan Spezzini recommends interactive peer-to-peer oral techniques for helping all learners develop speaking skills. Elena Kryukova and Melinda Harrison provide instructional techniques for the pre, during, and post stages of reading. Next, Melinda Harrison offers strategies to guide students to be effective writers in English. Lynn Fuller describes strategies to teach integrated skills that will lead students towards authentic language use. Susan Spezzini explains pronunciation challenges and offers strategies for helping learners perceive and produce English sounds and intonation patterns. Finally, Gwyneth Dean-Fastnacht describes techniques for building vocabulary to improve communication skills.  

Part VIII: Assessment

The authors in Part VIII focus on language assessment and its role within ELT. First, Natalie Kuhlman provides insights regarding assessment to support language learning. Then, Gabriel Díaz Maggioli showcases diverse ways of using authentic assessment in ELT classrooms to support of, for, and as learning. Elena Nuñez describes how to use three international frameworks to identify stages of a learner’s language development and to set attainable goals. Finally, Briseida Jiménez outlines the effective use of e-portfolios to assess language learning.

Part IX: Career Development and Enhancement

The authors in Part IX suggest resources and ideas for English teachers to engage in continuous professional development. First, Lisseth Rojas, Jairo Castañeda, and Jhon Mosquera explain how teachers can develop intercultural competencies for themselves and their students. Then, Veronica Sánchez and Yonatan Puón outline a systematic approach to observations for transforming the teaching process. Valentina Canese describes how teachers can conduct action research to become reflective ELT practitioners. Araceli Salas provides recommendations on how to include the designing and conducting of research as a requirement in undergraduate ELT programs. Diana Pineda presents ways to promote collaborative professionalism among pre-service English teachers. Finally, Mark Algren encourages pre-service and in-service teachers to develop professionalism by continually building and engaging with their professional communities.

In this chapter, you learned about the context of teaching English in global contexts and some principles to guide you on this learning journey. You also learned how this book addresses ELT theories and principles while providing tools for meeting the diverse needs of language learners.

Acknowledgments

I thank the chapter authors for contributing their perspectives from around the world.

Here are some key concepts about teaching English in global contexts:

• Teaching English in today's globalized and interconnected world requires an understanding of cultural diversity and intercultural communication. 

• Teachers need to be aware of the language and cultural variation within the English-speaking world and be able to adapt teaching approaches to meet the needs of diverse learners. 

• English teachers need to develop language awareness, rhetorical sensitivity, and negotiation strategies and, also, promote multilingualism and multiculturalism, adopt local policies for equal access, and take a critical look at the discourses related to the teaching of English. 

• TESOL’s 6 Principles (Short et al., 2018) include know your learners, create conditions for language learning, design high-quality lessons for language development, adapt lesson delivery as needed, monitor and assess student language development, and engage and collaborate within a community of practice.

Based on the information provided in Chapter 1, answer these questions:

1. What do you consider are the main challenges you will encounter as a future teacher of English in a globalized world? 

2. Which of TESOL’s 6 Principles (Short et al., 2018) do you find most important for teaching English in global contexts? Why? 

3. Although you have not yet read any specific chapters, what do you think might be some pedagogical differences when teaching English to children, adolescents, and adults?

4. When you were learning a new language, how did your teachers provide feedback? Was this effective? Why?

Based on what you have learned, do the following:

1. Consider TESOL’s 6 Principles (Short et al., 2018). Think of how you can apply these principles in a classroom setting with children, adolescents, or adults. Make a chart with the six principles listed horizontally in rows and three types of learners (children, adolescents, adults) listed vertically in columns. 

2. Make a list of different ways for using music, theater, literature, games, and technology to teach English in global contexts. 

3. Based on your own experiences as a language learner, make a list of different activities and techniques that helped you learn to listen, speak, read, and write this new language.

4. Visit three websites in the Expanding Further section, take notes, and share what you feel is most applicable from each website with your college classmates or worksite colleagues.

To learn more about teaching English in global contexts, consider visiting these websites:

1. TESOL’s 6 Principles for the Exemplary Teaching of English learners.  https://www.tesol.org/professional-development/education-and-events/on-demand-facilitated/tesol-me/tesol-me-the-6-principles-for-exemplary-teaching-of-english-learners/ 

2. Global South. https://theconversation.com/the-global-south-is-on-the-rise-but-what-exactly-is-the-global-south-207959  

3. Paraguay Teachers of English to Speakers of Other Languages (PARATESOL). https://www.facebook.com/PARATESOLPY/?locale=es_LA 

4. TESOL International Association. https://www.tesol.org/

Related aspects are found in other chapters of Part 1 as well as in the Prologue and Epilogue:

Prologue by G. Díaz Maggioli 

Chapter 2 The Diversity of Global Englishes by L. Barratt

Chapter 3 The Diversity of English Classes by R. Díaz

Chapter 4 Humanism in English Language Teaching by B. Meadows

Epilogue by L. Barratt

Canagarajah, S. (2014). In search of a new paradigm for teaching English as an international language. TESOL Journal, 5(4), 767-785. https://doi.org/10.1002/tesj.166 

Crystal, D. (2003). English as a global language (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511486999   

Hilton, J. (2020). Open educational resources, student efficacy, and user perceptions: A synthesis of research published between 2015 and 2018. Education Technology Research and Development, 68, 853–876. https://doi.org/10.1007/s11423-019-09700-4  

Hollington, A., Tappe, O., Salverda, T., & Schwarz, T. (2015). Introduction: Concepts of the Global South. Global South Studies Center. https://web.archive.org/web/20160904205139/http://gssc.uni-koeln.de/node/451 

Matsuda, A. (Ed.). (2017). Preparing teachers to teach English as an international language (Vol. 53). Multilingual Matters. https://doi.org/10.21832/9781783097036 

McKay, S. L. (2012). Principles of teaching English as an international language. In L. Alsagoff, S. L. McKay, G. Hu, & W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 28-46). Routledge. https://doi.org/10.4324/9780203819159 

Short, D., Becker, H., Cloud, N., Hellman, A. B., Levine, L. N., & Cummins, J. (2018). The 6 principles for exemplary teaching of English learners. TESOL Press. https://www.tesol.org/professional-development/education-and-events/on-demand-facilitated/tesol-me/the-6-principles-for-exemplary-teaching-of-english-learners/ 

Trotter, H. (2018, February 23). The challenge of open and accessible education. University World News: The Global Window on Higher Education. https://www.universityworldnews.com/post.php?story=20180223045659684. 

Valentina Canese, is currently faculty and director at the Instituto Superior de Lenguas (ISL), Universidad Nacional de Asunción (UNA) in Paraguay. She holds a bachelor’s in English (ISL, UNA), a master’s in education (San Diego State University) and a doctorate in curriculum and instruction (Arizona State University). Her research interests include bilingualism, language education, ICT and Distance Education. She is the editor in chief of the multilingual journal "Ñemityra: Revista Multilingüe de Lengua, Sociedad y Educación” She is the founding President of the Paraguayan Association of Applied Linguistics and the current Second Vice President of PARATESOL, Paraguay’s TESOL Affiliate. 

ORCID: https://orcid.org/0000-0002-1584-7322  

Email for correspondence regarding this chapter: vcanese@fil.una.py

Cover Photo by Ivan Shilov on Unsplash