ABSTRACT
This chapter takes an additive approach to bi/multilingualism in presenting a language teacher education lesson where teachers create action plans for supporting local languages while teaching Global Englishes. In the lesson, teachers listen to and/or read the transcript of a podcast about how Cherokee people are revitalizing their language. Teachers discuss in small groups questions about how the Cherokee language situation compares with English learning and the state of local languages in their communities. These questions help teachers consider English’s privilege and its effects on language diversity and individuals’ culture and identity. After small group discussions, teachers create action plans to use with students, addressing benefits of additive bi/multilingualism and threats of language loss. As part of these plans, teachers either create podcasts about these critical issues or gather online resources to share with students. In the tradition of critical pedagogy, these resources, which might be in both English and local languages, can become models for students to create their own resources and action plans. Benefits of this work include enabling teachers to assemble usable products that empower them to discuss English privilege and language loss in their local contexts as they become agents for preserving local linguistic ecologies while teaching Global Englishes.
