A Comparative Case Study of GELT Implementation in U.S.‐Based University English Language Programs

Abstract

The increased global use of English has brought calls for a reconceptualization of English language teaching (ELT). Despite several frameworks for implementing Global Englishes (GE) into ELT, little research considers the effects of curriculum intervention or how such intervention varies across contexts. Addressing this gap, this comparative case study examines two graduate‐level English language instructors who completed a ‘GE Pedagogies’ course in fall 2022 and implemented the skills gained in their spring 2023 teaching. Data was elicited through teacher research, with an analytical emphasis on the teachers' reflection journals. We present a narrative for each teacher that describes their processes for implementing GE into their courses. Comparative analysis of the two narratives indicated that despite a shared goal to raise students' awareness of GE and develop intercultural communication skills, one teacher's practices were more limited due to the specific needs of her course. As such, she had to pursue GE goals through somewhat different means. Our findings indicate that while implementing GE into ELT is indeed possible, flexibility in reference to how this is done is required.