ABSTRACT
In today’s global world, the ability to speak standard English proficiently is a form of linguistic, cultural, and economic capital. However, more often than not, teachers neglect both usage of and critical reflection on other Englishes—Global Englishes—because of the hegemony of standardized English in English classrooms. This chapter explores students’ perceptions towards Global Englishes presented in an English for Academic Purposes (EAP) course designed for first-year multilingual students at Minnesota State University, Mankato. Global Englishes was incorporated in the EAP course in response to three needs: to value learners’ English, to prepare global citizens, and to foster solidarity and understanding among global English speakers. This chapter demonstrates how students perceived different Englishes in the podcasts and cultivated critical inquiry about language variations. Specifically, qualitatively grounded data analysis uncovered how students reflected on their language ideologies and reframed them under the thematic continuum of Resistance, Awareness, Experience, and Empowerment. To foster empowerment among multilingual students, the chapter proposes an activity introducing a scenario in which linguistic discrimination and standardized English power is reflected. Critical questions follow the scenario for group discussions around combating linguistic discrimination and prejudices about Global Englishes.
