Teaching and Learning English from a Global Englishes Perspective in an Indonesian University: Perception and Practice

Abstract

This study explores teaching and learning English from the perspective of Global Englishes (GE) as perceived by Indonesian tertiary EFL teachers, focusing on their views and practices within the university context. Guided by Bronfenbrenner's Nested Ecological Framework (NEF), it examines the interconnected systems shaping language learning, including how GE influences teaching approaches and its integration into Task-Based Language Teaching (TBLT) through classroom materials and practices. The NEF as a theoretical construct and TBLT under Global Englishes Language Teaching (GELT) perspective are used to develop a writing program in an Indonesian university. By combining the NEF, TBLT, and GELT perspectives, the study aimed to develop a writing program that was not only effective but also relevant and culturally appropriate for Indonesian university students. Underpinned by this theoretical framework, a qualitative paradigm was adopted in an Indonesian university involving teachers from the English Education Department. Research data was gathered from various sources including surveys, classroom observations, teacher reflections, interviews, and classroom materials. The results of this study demonstrated that GELT offers a more inclusive and equitable approach to English language teaching by valuing linguistic diversity and promoting effective communication. While challenges such as developing a shared lingua franca and equitable assessment must be addressed, the potential benefits of GELT for students and teachers are significant. By embracing multilingualism and leveraging students' language skills, educators can create more engaging, effective, and empowering learning environments. Multilingualism provides a solid foundation for language learning, while GELT values linguistic diversity and promotes culturally sensitive instruction. By incorporating these elements, educators can foster inclusive and effective language learning experiences.