ABSTRACT
A common goal among graduate schools in the United States is to equip emerging scholars with the skills to facilitate diverse and multicultural learning environments; however, there is a lack of support material addressing Global Englishes classrooms. To fill this gap, an English Language Support Program embedded within an R-1 research university in the U.S. created a graduate-level teacher candidate course for non-applied linguists; this chapter provides one example activity used during a semester-long course. Readers will find a practical activity that can be used to increase a teacher candidate’s critical awareness of the English language ecology they may encounter while in China. The provided worksheet, based on primary sources, guides student-teachers to analyze and discuss three levels of influence on their classrooms: a national-level language policy, Chinese professor reflections on teaching in English, and their own personal practice. Ultimately, the activity should position student reflections within the Chinese EMI environment, which provides a fitting platform to explore the tensions between idealized standard forms of English in spaces where the majority of speakers are labeled as “non-native” and may in fact use a mix of languages in practice.
