Global Englishes by Mir Abdullah Miri

Interlocutors

Mir_Miri — 2025-06-29 15:32:59 UTC

3) With whom will the students in your institution need to communicate in their future lives and careers?:

‘Native speakers’?
‘Non-native speakers’?
Both?
Members of a specific community?
Unknown?

Languages used

Mir_Miri — 2025-06-29 15:34:51 UTC

1) In your pedagogical context, which languages and/or varieties of language are used:

For teaching?
For assessment?
For administration?
Between teaching staff?
Between students?
Beyond the institution, in the wider community?
Other purposes?

Attitudes toward Englishes

Mir_Miri — 2025-06-29 15:36:25 UTC

2) What attitudes do the following groups of stakeholders express concerning varieties and ‘standards’ of English?

Students
Teaching staff
Educational leaders
Administrative staff
Parents
etc.

Global Englishes Awareness

Mir_Miri — 2025-06-29 15:39:17 UTC

4) What are the implications of an awareness of English as a global language for policy and practice in your pedagogical context?

You may wish to consider:

Institutional language policy
Teacher language awareness
Pedagogy
Feedback and correction
Assessment
Materials selection and design
etc.

Global Englishes in practice

Mir_Miri — 2025-06-29 15:40:52 UTC

5) What do you think about GE-aware pedagogy?

What does GE-awareness actually mean in terms of classroom practice?
Should teachers correct their students’ inaccuracies (judged by “native-speaker” standards), and provide feedback?
Should they concern themselves only with their students’ ability to communicate?
What if they adopt the second option and their students fail their exams?
How will they justify themselves to the school authorities, the parents, and the students themselves?
How will this impact on their own professional futures?
Who is going to be blamed if the choice that is made leads to exam failure?

Beyond awareness

Mir_Miri — 2025-06-29 15:41:46 UTC

6) Do you think the Global Englishes issue needs to be moved from the level of academic debate to the level of educational policy (including examination policy). Is it enough if teachers are “GE-aware”, and if they believe in the value of giving students choice?