ABSTRACT
In this conclusion to the volume entitled Language Teacher Education for Global Englishes: A Practical Resource Book, I conclude that the book should indeed make a significant contribution to a rethinking of English language teacher education in coming years. With its solid theoretical chapters in each section, followed by many valuable short chapters with concrete practical teaching suggestions for teacher trainers and trainees, the conclusion argues that this is likely to become a highly influential collection. The book provides the long overdue “tipping point” to influence ELT practitioners around the globe to understand and incorporate the important theoretical contributions of the past 35 years in the pluralistic fields of World Englishes, English as an International Language, and English as a Lingua Franca—all united under the umbrella term of “Global Englishes”—into their everyday teaching. As “reflection” is a key concept throughout the book, the author begins by providing a summary of his own “positioning and repositioning” within these pluralistic paradigms. He then outlines the contribution of work to date on Global Englishes, and how this helps to make the above-mentioned paradigms more accessible to teachers, proposing a chart to demonstrate how this transfer of knowledge occurs. Finally, the chapter discusses the value of some of the individual contributions, and suggests what may be “the next step” within the field.
