ABSTRACT
Global Englishes refers to a broad paradigm that fundamentally characterizes English as a “pluralized entity” (Pennycook, 2007, p. 18) and draws from research “positioned in the diverse but overlapping fields of World Englishes, English as a Lingua Franca (ELF), English as an International Language (EIL) and Translingual Practice” (Galloway, 2017, p. xi). Incorporating issues that have surfaced with globalization and impacted English, Global Englishes is conceptually wide-ranging and burdened with arguments that challenge various ingrained views in English language teaching (ELT), such as the idealization of native English speaker norms. The ensuing new perspective inevitably calls for recognition and discussion in English language teacher education. This chapter presents a task in response to that call. Based on the understanding that coursebooks are primary instructional material in both content and language, the task provides an analytical framework devised to create awareness in pre-service teachers towards manifestations of Global Englishes-related issues in ELT materials. It allows pre-service teachers to not only explore the affordances of coursebooks within the Global Englishes paradigm but also (re)consider their own dispositions regarding the inclusivity of ELT coursebooks in linguistic and cultural aspects.
