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Embedded Intervention for Ideological Change: Global Englishes and Anti-Accentism Readings in a Chinese English Teacher Education Course | ||
| Iranian Journal of Language Teaching Research | ||
| دوره 14، 3 (Special Issue)، بهمن 2026، صفحه 131-149 اصل مقاله (614.44 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30466/ijltr.2026.57665.3486 | ||
| نویسنده | ||
| Junshuan Liu* | ||
| English Department, School of Foreign Languages, Pingdingshan University, Pingdingshan city, Henan Province, China | ||
| چکیده | ||
| Despite global diversification of English, English language teaching (ELT) across the Global South remains entrenched in native-speakerism, perpetuating both hierarchies of English varieties and inequalities among English users. To build a more just and ethical ELT, it is essential to cultivate a Global Englishes (GE)-aligned teaching intention among pre-service English language teachers (PELTs). This study implemented a 10-week embedded dual-focused pedagogical intervention that integrated GE awareness and anti-accentism awareness with 97 undergraduate students in a Chinese English language teacher education program. After the course, 52 students submitted written reflections, and eight of them attended semi-structured interviews. Qualitative content analysis of the data reveals that most of the 52 reported substantial ideological shifts in their perceptions of diverse Englishes and in their understanding of accent-based perceptions and behaviors, both of which culminated in a reorientation of their future ELT intentions toward a GE-aligned model. These findings suggest that preparing PELTs to enact GE-aligned pedagogy requires not only a cognitive change toward diverse Englishes but also a moral awakening to English-user inequality. | ||
| کلیدواژهها | ||
| Global Englishes awareness؛ anti-accentism awareness؛ global Englishes-aligned pedagogy؛ pre-service English language teachers؛ pedagogical intervention | ||
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آمار تعداد مشاهده مقاله: 2 تعداد دریافت فایل اصل مقاله: 4 |
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