Nepali English Teachers’ Perceptions Towards Global Englishes in ELT

Abstract

Traditional English language teaching (ELT) goals have been questioned by advocating Global Englishes language teaching (GELT). To execute GELT, understanding English language teachers’ perceptions toward Global Englishes (GEs) is imperative as teachers’ beliefs determine pedagogical practices. Although numerous studies have explored English language teachers' perceptions of GEs around the globe, there is a dearth of empirical research in Nepal. Thus, this study explores the perceptions of Nepali English language teachers towards GEs in ELT. Employing a purposive sampling method, 25 Nepali English language teachers in Nepal were interviewed, using semi-structured interviews. The interviews were transcribed verbatim, and transcriptions were coded using (van Manen, 2016) to generate themes and to interpret data. Results indicated that the teachers were aware of an emergence of GEs and considered the use of GEs in ELT beneficial. They also admitted that the exposure to GEs provides English language learners with exposure for communicating with the users of varieties of English in this multilingual and multicultural world. Furthermore, the participants anticipated attending GE-inclusive teacher professional development (TPD) such as conferences, workshops, and GE-aware online courses. Highlighting the necessity of GE-informed TPD programs for teachers, the participants also aspired to be involved in GE-inclusive deliberations on the topics such as the emergence of new Englishes, GE-oriented workshops, and talk shows on the use of GEs in ELT.