Incorporating a Global Englishes Language Teaching (
GELT
) Perspective in Taiwanese Elementary Classrooms: Teachers' Perceptions under the Bilingual 2030 Policy
This study examines the feasibility and pedagogical value of incorporating Global Englishes Language Teaching (GELT) into Taiwanese bilingual elementary English education, an area that remains critically underexplored despite the rapid global expansion of bilingual schooling. Focusing on a Taiwanese elementary school operating under the Bilingual 2030 policy, the study draws on semi‐structured interviews and focus group discussions to examine teachers' perceptions of bilingual teaching experiences and possibilities for integrating GELT principles into curricula. Findings reveal that bilingual education aligns well with GELT principles and serves as a catalyst for re‐shaping teachers' language ideologies. Despite institutional constraints, attachments to “native” English norms and societal expectations, participants expressed a strong willingness to adopt GELT. The study advances understanding of how GELT can be meaningfully implemented at the foundational stages of education and how bilingual education acts as a setting where language ideologies begin to take shape. The findings underscore the pivotal role of teacher professional development, successful classroom implementation of curricular innovation, teacher collaboration, and teacher agency in driving GELT‐informed curricula change. Although centered on a single school, the study contributes original evidence from an underrepresented educational context and provides timely, practice‐grounded perspectives on how bilingual education systems can support more equitable, globally oriented ELT.
As Taiwan advances its agenda under the Bilingual 2030 policy, English is increasingly framed as a medium for intercultural engagement rather than merely an academic subject. With the expansion of English-medium instruction and English use in a variety of domains, Taiwanese learners are more likely to use English with other non-native speakers in global contexts. In this setting, pragmatic competence and Global Englishes Language Teaching (GELT), a framework with pragmatics at its core, are essential for enabling learners to negotiate meaning, manage interaction and adapt to diverse cultural norms in an increasingly multilingual and globalized world. Despite this policy shift, English Language Teaching (ELT) curriculum reform has not kept pace. This study examines the extent to which GELT dimensions are incorporated into Taiwan's national ELT curriculum guidelines and four widely used elementary English textbook series. Using deductive thematic analysis and qualitative content analysis across eight dimensions of an adapted GELT framework, the findings reveal a significant divergence between policy-level intentions and their realization in instructional materials. The curriculum guidelines align closely with GELT principles, emphasizing communicative effectiveness, intercultural awareness and the de-centring of native-speaker norms. However, GELT-related pragmatic elements remain largely conceptual, with limited explicit guidance on context-sensitive language use and interactional strategies at the elementary level. In contrast, textbook representations of GELT are partial and uneven. Although some cultural diversity and strategic use of learners’ first language are evident, key dimensions, such as target interlocutors, role models and language norms, continue to privilege Inner-Circle orientations and accuracy-focused conventions. Overall, the study characterizes Taiwan's ELT landscape as a hybrid and transitional model in which globally oriented communicative aims coexist with persistent native-normative practices, highlighting the need for stronger alignment among curriculum design, materials development, assessment practices and teacher education to support sustainable GELT-informed ELT reform.
English language education has been a central focus of educational reform in Japan as the country seeks to strengthen students’ communicative competence in a globalized world. Despite these reforms, many Japanese learners continue to face challenges in developing effective English communication skills. This qualitative study examines the difficulties encountered in English language teaching (ELT) in secondary schools in Kobe, Japan, and explores the implications of these challenges for future Assistant Language Teachers (ALTs). The study employed a qualitative research design using semi-structured interviews with twenty English teachers from three public secondary schools in Kobe. Data were analyzed using thematic analysis to identify recurring patterns and key instructional challenges. To strengthen the analysis, frequency counts and participant quotations were incorporated. The findings reveal that examination-oriented teaching practices continue to shape classroom instruction, with teachers prioritizing grammar and reading skills. Other challenges include limited class time, large class sizes, and varying levels of teacher confidence in conducting communicative lessons. Despite these constraints, collaboration with Assistant Language Teachers and the use of interactive strategies were identified as potential solutions. The study concludes that strengthening teacher training, integrating communicative approaches, and providing institutional support are essential to improving English language learning outcomes.
Aileen N. Caballes· International journal of res...· 0 citations
Communicative Language Teaching (CLT) has been widely promoted as an approach emphasizing communicative competence and purposeful language use. Despite its prominence in English language education, a persistent gap exists between teachers' awareness and classroom implementation of CLT principles, particularly in non-native contexts such as Oman. While previous studies have quantified teacher awareness, limited qualitative research has explored how teachers interpret and adapt CLT within their specific classroom contexts. This qualitative case study investigated how six Omani English teachers in government post-basic schools (Grades 11–12) conceptualised and interpreted CLT within their classroom contexts. Semi-structured interviews were conducted and analysed using the Codes–Categories–Themes (CO–CAT) framework to identify patterns in teachers' perspectives. Teachers associated effective implementation of CLT with supportive classroom environments that foster confidence and communication. Teachers also viewed CLT as context-dependent, influenced by learner proficiency, lesson focus, instructional time, and classroom conditions, resulting in selective and adaptive implementation practices. Teachers conceptualised CLT not simply as a collection of communicative techniques, but as a set of interconnected conditions that support classroom communication, including learner participation, authentic language use, emotional support, and contextual adaptation. The study contributes to understanding the theory–practice gap as a process of professional judgement rather than a failure of implementation. The findings may inform teacher professional development, curriculum implementation, and communicative language teaching practices in Oman and similar EFL contexts.
Amal Salim Alhanashi, Paolus Sulaiman· International journal of res...· 0 citations
The integration of local literature into English language instruction has increasingly gained attention as an effective pedagogical approach that promotes language proficiency while strengthening learners' cultural identity. In the Philippine educational landscape, the implementation of the MATATAG Curriculum emphasizes contextualized, inclusive, and culturally responsive teaching practices that connect learning with students' lived experiences. Within this context, Filipino literary texts serve as valuable instructional resources that enrich English language instruction by exposing learners to authentic cultural narratives while simultaneously developing communication skills, critical thinking, literary appreciation, and intercultural competence. Despite these curricular directions, English teachers continue to encounter challenges in integrating Filipino literature into English instruction, particularly in rural public secondary schools where contextual realities influence instructional decision-making. This qualitative phenomenological study explored the lived experiences of English 7 teachers in integrating Filipino literature into English instruction in public secondary schools in San Mateo, Isabela. Specifically, the study examined teachers' instructional practices, pedagogical experiences, perceived benefits, challenges encountered, adaptive strategies, and recommendations for strengthening culturally responsive language instruction. Twelve English teachers were purposively selected as participants based on their direct involvement in implementing the Grade 7 English curriculum. Data were gathered through semi-structured in-depth interviews and analyzed using Braun and Clarke's (2006) thematic analysis. The findings revealed that integrating Filipino literature enhanced learners' English language proficiency, cultural appreciation, critical thinking, classroom participation, and intercultural awareness. Teachers likewise demonstrated creativity by contextualizing literary texts, employing multilingual teaching strategies, and developing localized instructional materials despite limited instructional resources. However, they encountered challenges related to limited curriculum resources, varying learner language proficiency, time constraints, and insufficient professional development opportunities. The study concludes that integrating Filipino literature into English instruction provides meaningful opportunities for simultaneously developing linguistic competence and cultural literacy. Strengthening teacher preparation, instructional resource development, and institutional support is therefore essential for sustaining culturally responsive English language education in Philippine public secondary schools.
Kaye Angelie Barangan, A. G. Pascual· Studies in Interdisciplinary...· 0 citations
The expansion of English Medium Instruction (EMI) across Asian higher education has intensified post-pandemic, yet a comprehensive understanding of its implementation landscape remains limited. Following PRISMA 2020 guidelines, this systematic review synthesizes 15 empirical studies (2015–2025) from four academic databases to explore implementation trends, stakeholder challenges, and adaptation strategies in Asian EFL contexts. Frequency analysis revealed that linguistic difficulties were a primary barrier in 87% of the studies, pedagogical inconsistency in 60%, and language anxiety affected 53% of the combined participants. Thematic synthesis identified three core dimensions: top-down policies generating macro-micro gaps and institutional stratification; multidimensional linguistic and psychological barriers impacting engagement; and emergent adaptive strategies, including translanguaging, bilingual professional learning communities, and learner metacognition. These findings highlight that EMI is a complex educational ecosystem rather than a mere linguistic shift. This review offers a structured, geographically scoped framework for policymakers, institutions, and future researchers to improve EMI quality and equity in the region.
A. Saifulloh, Muhammad Arif Al Hakim· IJEE (Indonesian Journal of...· 0 citations
English-medium instruction (EMI) has expanded across Bangladeshi higher education as a marker of academic quality, internationalisation, and graduate employability. Yet the institutional promotion of English does not necessarily translate into sustained English-medium classroom interaction or improved opportunities for students’ language development. This qualitative multiple-case study examines how EMI is interpreted, negotiated, and enacted across three private universities in Bangladesh. Data were generated through semi-structured interviews with six teachers of content-oriented English-department courses and 18 final-year undergraduate students, three student focus-group discussions, and three classroom observations. The dataset was analysed using reflexive thematic analysis, supported by iterative coding, memo writing, within-case analysis, and cross-case comparison. Findings indicate that EMI functioned less as a stable English-only instructional model than as a negotiated bilingual practice shaped by uneven English proficiency, time constraints, and institutional expectations. Teachers used Bangla to clarify difficult concepts, sustain interaction, and support comprehension, while students valued English for its academic and professional benefits but often experienced English-only instruction as limiting confidence, participation, and access to disciplinary knowledge. Bilingual mediation, however, rarely formed part of a systematic approach to academic-English development. The central tension therefore lies not simply in teachers’ departure from English-only instruction, but in universities’ expectation that EMI will deliver both disciplinary learning and English proficiency without adequate linguistic, pedagogical, and assessment support. Conceptualising this tension as the EMI institutional promise–practice paradox, the study argues for a linguistically responsive model that combines planned bilingual scaffolding, explicit disciplinary-language development, language-sensitive assessment, and sustained teacher support. By showing how bilingual mediation both sustains and complicates EMI, the study contributes to debates on multilingual pedagogy, linguistic equity, and institutional responsibility in multilingual higher education.
Sultana Jahan· ICRRD Quality Index Research...· 0 citations