Underlying GE is an understanding and appreciation of how Englishes are used for communication in global situations. When we match the aims of Global Englishes Language Teaching (GELT) to these actual uses of Englishes worldwide, exciting changes become clear.

How are Englishes used globally?

• In global communication, use of Englishes is incredibly fluid. Each encounter involves people who have different backgrounds, different Englishes, and different communicative goals. Different Englishes not only includes a wide range of accents, but also different grammatical structures, vocabulary, cultural and generational idioms, as well as the translingual and transcultural tools that each individual has in their repertoire.

• Did you know that nearly 75% of users are “non-native speakers” (GE prefers to use the term second-language users, or L2 users) and that global communication often takes place between L2 users? This is clearly a shift from the traditional view that the purpose of learning English is to communicate with “native speakers”.

• For global communication, what matters most is to be an effective, cooperative GE user.  GE users are multilinguals who accommodate one another to negotiate understanding and enhance their personal or professional relationships. They accomplish this through a cooperative approach and use of a repertoire of skills (including interactional strategies, translingual knowledge, and multimodal skills) that they can draw on as needed. 

• First-language users (L1 users, often referred to as “native speakers”) can also be effective GE users (although it may be harder than they think).

What are the values of GE-focused teaching & learning?

• GE advocates for a paradigm shift in how Englishes are taught & learned, what materials are used, and how successful use is assessed. Under a GE perspective, teaching and learning are redefined.

• GELT focuses on helping learners become more effective GE users, emphasizing the ability to communicate in a wide range of global situations, along with building and enhancing convivial relationships. This contrasts with the traditional focus on learning the grammar, vocabulary, and culture of an “idealized native speaker” standard (and fixating on accuracy based on that standard).

• GE instruction includes guided exposure to various users of Englishes, introduction of and practice with interactional strategies, exploration of cultures*, providing engaging tasks and activities that help learners develop as GE users, giving feedback that focuses not on accuracy but on effective communication, including content that allows learners to develop critical awareness of the contrasts between GE and traditional English language learning, and guiding learner reflection.

• GE recognizes that a person’s static knowledge of “standard English” does not equate to their ability to use Englishes effectively.

• All Englishes – including each person’s individual version of English on any one day -- are equally legitimate for global communication. There is no variety of English that is considered superior.  Thus, GE aims to truly level the playing field for global communication.

• GE encourages everyone to claim ownership of Englishes for global uses.

• GE emphasizes respect for and appreciation of diverse cultures and identities, as well as the legitimacy of all Englishes.

• Role models can be any effective user of GE.

• The best teachers of GE are those who are familiar with and believe in GE aims, and who have knowledge of and sensitivity toward their students’ L1 languages and cultures. It’s often the case that these are multilingual, multicultural teachers who may be L2 users of Englishes themselves (and thus, can serve as excellent role models for their students).

• (For more detailed information, see GE Teaching and Effective GE Users.)

What do GE-focused materials look like?

• GE encourages diversifying materials used for learning Englishes and demonstrating effective GE use. Many of the qualities of GE-focused teaching are reflected in GE materials, which provide learners with:

  • Exposure to (and awareness of) the range of Englishes worldwide (variability not just in accents, vocabulary, and grammar, but also in the linguistic proficiency of each user).

  • Awareness of and practice with interactional strategies.

  • Additional vocabulary, structures, and phrases that help learners to participate more fully in a wider range of communicative situations (but when these are introduced, learners are reminded that these are not the only “correct” way of using English, but rather are one of many equally legitimate ways of communicating).

  • Use of Englishes to explore and appreciate global cultures and explain and discuss about their own cultures.

  • Tasks and activities to further develop ability and confidence as GE users.

  • Content that allows them to explore GE values and aims.

  • Guided reflection that gets students thinking about what they're doing while communicating, encourages them to explore a GE perspective, and nudges them to reassess their beliefs about uses and users of Englishes, native speakerism, and how these affect their approach to and long-term goals for their English language learning. 

• The communicative settings in GE materials are a range of global settings, rather than taking place primarily in “native speaker” countries.

• The voices used in GE materials can come from a wide range of GE users, some of whom may serve as role models. 

• Interactions in GE materials include a mix of speakers (this often may be L2 users interacting with other L2 users, or sometimes a mix of L2 and L1 users).

• GE materials promote the use of translanguaging and multimodal tools to help maintain communication when someone is unable to communicate solely via their current version of English.

• GE materials highlight that each communicative situation is different and encourage flexibility and cooperation.

• GE materials highlight that all users have ownership of Englishes for global purposes.

To see how these ideas contrast with a traditional paradigm of English language teaching, see GE as a Paradigm Shift.

* GE encourages openness to global cultures (which are also fluid, not static). Englishes can be used to explore and appreciate the perspectives, artifacts, and traditions of multiple cultures. This is in contrast to a view where learning English is connected to learning about a static NS culture that one is expected to adapt to.

The ideas presented in this section came from and were influenced by the following sources: Cavalheiro (2024), Cogo et al (2021), Eberhard et al (2023), Galloway & Rose (2015), Matsuda (2012), Rose & Galloway (2019), Rose et al (2020), Sifikas & Kordia (2023). If you are interested in reading more, you can find them on our References & Links page.