ABSTRACT
This chapter reports on a teacher education professional development course (PDC) designed and delivered within the framework of Global Englishes Language Teaching (GELT). The PDC was held at a major research-based Canadian university and offered by a group of multicultural multilingual teacher educators to 69 EFL teacher learners with diversified multicultural and multilingual ethnic backgrounds coming from the provinces of Yunnan and Gansu in China. Drawing on Bayyurt and Sifakis’ (2017) model of exposure, critical awareness, and action plan, we, in particular, present reflections from the GELT field to describe the design underpinnings of a collaborative assignment and its actual implementation by the teacher learners participating in the PDC. We argue that PDCs developed and delivered within the framework of GELT create win-win situations for both in-service EFL teacher learners and PD teacher educators since both parties develop a better understanding of each other’s sociolinguistic realities and dynamics and pedagogical practices.
