Global Englishes is an emerging line of research that has recently garnered interest from language teaching scholars. Previous studies have extensively investigated the implementation of Global Englishes in the university context but have largely ignored its implementation at other classroom contexts (e.g. elementary, secondary and teacher education). Guided by a collaborative autoethnography, we explored our professional experiences implementing Global Englishes language teaching across classroom contexts. Through introspective, reflective and collaborative exploration, we uncovered different Global Englishes language teaching pedagogical approaches, which could be characterized as content-focused, integrated, and critical and transformative. Each approach differs in its overarching objective for Global Englishes language teaching implementation, specifically for each learner group. Our findings highlight the prospects and possibilities of the Global Englishes language teaching framework for being specifically tailored to different classroom contexts.
Prabjandee et al. (Wed,) studied this question.