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Invited Speakers: Plenary
Professor Nicola Galloway
University of Glasgow
United Kingdom
Nicola Galloway joined the School of Education at the University of Glasgow, UK in October 2020 (from University of Edinburgh). She is Senior Lecturer and Programme Director for the MSc/Med TESOL and Publications Lead for The School of Education.
Her research focuses on the pedagogical implications of the global spread of English and the global spread of English medium instruction (EMI) in higher education. She was awarded two British Council ELTRA grants to examine EMI in East and Southeast Asia. She has been involved in consultancy projects with the University of Tokyo to develop a series of massive online open courses (MOOCs) on EMI for faculty development and will be returning in 2022 to further develop the programme. Nicola has published EMI research in journals such as Higher Education and the EAP Journal and is currently writing two books on EMI. She leads a global network Teaching English and Teaching IN English in global contexts.
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Nicola is an applied linguist with an interest in the pedagogical implications of the use of English as a global lingua franca and the internationalisation of higher education in non-Anglophone contexts. She has published widely in the fields of Global Englishes and English Medium Instruction (in higher education) and has authored 7 books on these topics. She is currently editing the first Routledge Handbook of Teaching English as an International Language (2023). She sits on the Editorial Board of RELC, Language and Education and the JALT Journal.
Global Englishes – the hero/heroine, villain, magical element or happy ending?
In this talk, I explore the development of Global Englishes as a field of study, and its implications for TESOL, through a fairy tale. Why a fairy tale? Well, they are often tales of betrayal, greed, threats, conflict and resolution. This is all too familiar to those examining the globalization of the English language and the associated pedagogical implications. There is often a sense of conflict in a fairytale, a challenge that the hero/heroine (the teachers?) has to solve, something that often seems impossible to solve until the very end, when there is a triumph. Global Englishes is certainly not the happy ending or the triumph. Nor is it to be seen as the swan and it’s predecessors (World Englishes, English as a Lingua Franca and English as an International Language (EIL)) as the Ugly Ducklings. There are also no magical dwarves in this tale that have triumphed in the battle against the dominance of standard language ideology and native speakerism and other barriers to Global Englishes Language Teaching (GELT). Indeed, these barriers represent the conflict or the challenge in the City of ELT. Some may see the development of GELT as a triumphant move. Others may consider it to be a competing paradigm, the villain if you like, that poses a threat to existing paradigms.
Global Englishes emerged as a field in response to the need to overcome the GELT barriers and help the TESOL practitioner instigate change and bridge the theory-practice divide in the field. Fairy tales often affect what people see as real and as possible. They often give a sense of hope and optimism, something that I feel a sense of in the past decade with flourishing research exploring Global Englishes and TESOL. The uniqueness and impact of fairytales is evident throughout history, so I hope that this talk may capture your attention, leave an impact and perhaps leave you with a sense of optimism in relation to Global Englishes and TESOL. Most of all, I hope to provide a backdrop to the establishment of the field, clarity over terms and their origin, an overview of research developments and directions and ultimately with a direction towards teaching English as an international language. ​