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Decolonizing English Education in Thailand’s Multilingual Deep South: Secondary Education Stakeholders’ Perspectives on Global Englishes | ||
| Iranian Journal of Language Teaching Research | ||
| دوره 14، 3 (Special Issue)، بهمن 2026، صفحه 91-109 اصل مقاله (715.68 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30466/ijltr.2026.57663.3485 | ||
| نویسنده | ||
| Yusop Boonsuk* | ||
| Faculty of Education, Prince of Songkla University, Thailand; Korea University, Korea Department of Nonformal Education, Faculty of Education, Universitas Negeri Malang, Indonesia | ||
| چکیده | ||
| As English becomes the main language for global communication, traditional English Language Teaching (ELT) methods are increasingly questioned for sticking too closely to native-speaker standards, often ignoring the multilingual classrooms they are used in. This study looks at how secondary school students, English teachers, and school administrators in Thailand’s Deep South understand and view Global Englishes (GE). Using a mixed-methods approach, this paper analyzed quantitative data from 464 students and 102 teachers with descriptive statistics. This paper also analyzed qualitative data from focus group discussions with 18 students and nine teachers, and interviews with nine administrators, using qualitative content analysis. The findings show a growing acceptance of GE principles among all groups. There is strong support for effective communication, various English accents, and including local culture in learning materials. Students and teachers increasingly prefer being understood over sounding like a native speaker, with teachers showing more support for inclusive materials. Native and non-native English-speaking teachers are seen as equally qualified, though biases towards native speakers still exist, especially in how students are assessed. While people recognize accent diversity and that English is a shared language, strict curricula and institutional limitations continue to make it hard to implement Global Englishes Language Teaching (GELT). These findings can help policymakers, curriculum designers, and educators create a more inclusive and relevant ELT framework. | ||
| کلیدواژهها | ||
| Global Englishes؛ Global Englishes language teaching؛ decolonizing English education؛ native-speakerism؛ Thailand’s deep south | ||
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آمار تعداد مشاهده مقاله: 2 تعداد دریافت فایل اصل مقاله: 1 |
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