An evaluation of the global orientation of English textbooks in Germany by Syrbe, M, Rose, H

“…An analysis of three main textbook series used in Germany was done through an adapted framework that depicts a Global Englishes approach to language teaching, focussing on representations of ownership, users, models and target interlocutors of English. …”

Popular approaches to EAL instruction: teaching English as an international language pedagogy by Rose, H

“…Research in the interrelated fields of EIL, World Englishes, Global Englishes, and English as a lingua franca have been influential in shifting approaches to EAL instruction to better prepare students for their new needs. …”

LANGUAGE, POWER AND INTERNATIONAL RELATIONS: THE CASE OF ENGLISH IN THE EU by MARÍA LUZ SUÁREZ CASTIÑEIRA

“…The main focus of this presentation is on whether in the context of regionalization and globalization, English can be stopped from being used as the main lingua franca. …”
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Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers by Li (Evelyn) Wang, Fan (Gabriel) Fang

“…With the development of globalization, English continues to be widely used, and English teaching is given considerable importance. …”
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Personal growth through English proficiency: a case study in Sarawak by Chan, Siaw Leng, Kapong, Joyce Morris

“…Globally, English is known as the most spoken language. …”

Optimization of Translation Techniques between English and Chinese Literary Works in the Information Age by Li Jun

“…Under the background of cultural globalization, English-Chinese literary translation plays an important role in which it is not only a process of language conversion, but also a process of cultural conversion. …”
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Exploring native and non-native English speaker teachers’ perceptions of English teacher qualities and their students’ responses by Liwei Deng, Lawrence Jun Zhang, Naashia Mohamed

“…Due to globalization, English has gradually become a lingua franca, leading to a rising demand for proficient English teachers all over the globe. …”
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Redressing the balance in the native speaker debate: assessment standards, standard language, and exposing double standards by Isaacs, T, Rose, H

“…This paper discusses this complex, contentious ideological issue from language assessment and sociolinguistic standpoints against the backdrop of global Englishes. After highlighting difficulties identifying standard language norms, we discuss the practical need of having some assessment standard against which to evaluate language performance. …”

The intercultural experiences of Chinese international students in the UK by Lin Zheng, Will Baker

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An exploration of teachers' beliefs about the global spread of English in a Chilean ELT programme by Perez, Gonzalo

“…Traditional constructs in the English Language Teaching (ELT) profession such as the native speaker, standard English, and the culture of English are currently being questioned due to the growing number of users of English as a Lingua Franca (ELF) who use English for intercultural communication mainly among non-native speakers. Research on Global Englishes has highlighted the need to abandon the current English as a Foreign Language (EFL) paradigm, which considers standard English and the native speaker as the norm, and adopt a global perspective of English that embraces the linguistic and cultural diversity of English instead. …”
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Essays on international trade and globalisation by De Lyon, J

An Exploration of Iranian EFL Teachers’ Perceptions on the Globalization and Hegemony of English by Parvin Safari, Seyyed Ayatollah Razmjoo

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The Impact of Globalization on SMEs a Case Study of Mould Fabrication Industry in Wilayah and Selangor by Chen, Sen Chang

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EFL teachers’ cognition of English as a global language: ideologies, identities, and practices by Montakantiwong, A

“…In light of this changing sociolinguistic scenario, the emerging field of Global Englishes proposes a framework for action, calling for a re-appraisal of the beliefs about English that permeate all aspects of pedagogical practices (Galloway & Rose, 2015; Rose & Galloway, 2019). …”