“GELT is Useful, though I Believe We Have to Stick to Traditional ELT”: Conflicting Ideologies from a Private Language School Context
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Abstract
An emerging paradigm in ELT, Global Englishes Language Teaching (GELT) challenges the so-called ‘native-speakerism’ ideology in language classrooms, offering an alternative framework for innovative and effective curriculum, material, and assessment design (Rose & Galloway, 2019). GELT has gained traction as a valuable field of applied linguistics research, especially in Thailand. However, studies in the context of private English language schools remain underexplored despite their significant contribution to the ELT sector. This study investigates the opportunities and challenges of implementing GELT in a private English school in Thailand. An intensive workshop on GELT principles was delivered to various school staff. After the workshop, participants reflected on their conceptualisation of GELT and its suitability for adoption into the school’s curriculum. Twenty-seven reflections were then examined for emerging themes regarding GELT opportunities and challenges. The results indicated that although stakeholders within the school context have accepting and positive attitudes towards GELT, questions and concerns persist. The findings show that GELT is a valuable framework that promotes authentic English use in a global context, boosts teachers’ and students’ confidence in English, and provides pedagogical advantages. However, language assessment and the priority of ‘standard’ language accuracy remain hindrances to its implementation.
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