Ali Fuad Selvi is Assistant Professor of TESOL and Applied Linguistics, and is the Chair of the Teaching English as a Foreign Language Program at METU Northern Cyprus Campus. His research interests include Global Englishes; issues related to (in)equity, professionalism, marginalization, and discrimination in TESOL; and second language teacher education. Bedrettin Yazan is Associate Professor in the Department of Bicultural-Bilingual Studies at University of Texas, San Antonio. His research focuses on language teacher learning and identity; collaboration between ESL and content teachers; language policy and planning; and World Englishes. Methodologically he is interested in critical autoethnography, narrative inquiry, and qualitative case study.

"This edited volume is a fitting tribute to the life and work of Farzad Sharifian. Professor Sharifian spent his life investigating the spread and development of Global Englishes and the ramifications of this linguistic and cultural diversity for the teaching of English. Building on his work, this book combines the theoretical underpinnings of Global Englishes with the pedagogical implications of Global Englishes for teaching methods and materials, language identity, language assessment, and curriculum development. This is a ground-breaking book in its mapping out of the relationship between the theory of Global Englishes and its practical implications for English teacher education and English learning around the globe. It provides a sound model for future work in this area." - Sandra Lee McKay, Professor Emerita, San Francisco State University, USA"This is a delightful collection of ideas on how the intricacies and realities of Global Englishes can be translated in teacher education programs. It offers fresh theoretical perspectives on the topic as well as presenting practical and down-to-earth ideas that language teachers and language teacher educators can apply in their teaching. A must-read book for language students and educators." -Willy A. Renandya, Principal Lecturer, National Institute of Education, Nanyang Technological University, Singapore

• Foreword Acknowledgements In Memoriam of Professor Farzad Sharifian Introduction: Integrating Global Englishes in Language Teacher Education Practices PART I. The Global Spread of English and Global Englishes Language Teaching Pedagogy 1.1. The Global Spread of English and Global Englishes Language Teaching 1.2. Enhancing Global Englishes Awareness among Pre-service Language Teachers through Audio/Video-Based Resources 1.3. Listening as a Gateway to Criticality in/for Global Englishes 1.4. Rethinking Standards and Goals in Global Englishes Language Teacher Education 1.5. A Professional Development Program for Chinese EFL Teachers: A Global Englishes Language Teaching Framework 1.6. Developing Teachers’ Global Englishes Awareness through Active Learning Activities: Insights from a Thai University Context 1.7. Developing Teachers’ Critical Awareness through Dialogic E-Reflections 1.8. "We Were Willing to Try Again and Make it Understandable for both Parties": Working across Geographical Borders to Dispel Language Misconceptions 1.9. Engaging with Global Englishes through Collaborative Online International Learning (COIL) 1.10. Encouraging Teacher Educators to Investigate Teachers’ Attitudes Towards Global Englishes: Focusing on a Research Instrument PART II. Language Teaching Methods and Instructional Materials in Global Englishes 2.1. Language Teaching Methods and Instructional Materials in Global Englishes 2.2. Using Global Englishes Materials in Pre-Service Teacher Education 2.3. De-mystifying Global Englishes for Pre-service English Teachers 2.4. Explicit, Implicit or Both? Novel Ways of ELF Integration into Global Englishes Language Teaching 2.5. Enhancing Teachers’ Awareness of Global Englishes using the Oxford English Dictionary 2.6. Graduate Teaching Assistant Education for Global English Ecosystems 2.7. Navigating Local Cultures and Languages: Developing Expertise in Multilingual GE Classrooms through Trilingual Vocabulary Activities 2.8. Fostering Teachers’ Awareness of Global Englishes in Primary Teacher Education in Italy 2.9 A Plurilithic Approach to English for Academic Purposes (EAP) Writing Instruction: Insights from English as a Lingua Franca (ELF) Research PART III. Transculturality and Identity in Global Englishes 3.1. Global Englishes and Teaching Culture 3.2. What's in a Name? A Discussion of the Linguistic Implications for the Student-Teacher Relationship in the EFL Classroom 3.3. Promoting Culture and Identity through Local Action Plans for Additive Multilingualism 3.4. Find Someone Who: Reflecting on Language, Culture, and Identity in English Language Use 3.5. Whose Culture(s) Are We Teaching in Class: Good English Language Teachers in a Globalized World 3.6. Reflections on a Language Teacher Identity Module in a Global Englishes Context: The Case of an MA program in Argentina 3.7. Diverging from the Native Speaker Framework: A Listening and Speaking Lesson with Different Varieties of English Across Cultures 3.8. Navigating Linguistic and Cultural Identities: (Re)Positioning Oneself Through Critical Awareness PART IV. Language Assessment in Global Englishes 4.1. Language Assessment in Global Englishes 4.2. Exposure: Cutting Your Feet to Fit the Shoes 4.3. Critical Awareness: Making Shoes for Your Own Feet 4.4. Action Plan: Changing the Door Keepers 4.5. Language Assessment in Global Englishes: Self-Reflective Analysis of Assessment Plans and Practices 4.6. Writing Assessment through a Global Englishes Lens PART V. Curriculum Development in Global Englishes 5.1. Curriculum Development in Global Englishes 5.2. Phonology as a Tool for Global Englishes Language Teacher Education 5.3. Examining Global Englishes and the Decolonization of English Language Teaching in a Post-Colonial Context 6. Conclusion: A Truly Impactful Volume

Ali Fuad Selvi is Assistant Professor of TESOL and Applied Linguistics, and is the Chair of the Teaching English as a Foreign Language Program at METU Northern Cyprus Campus. His research interests include Global Englishes; issues related to (in)equity, professionalism, marginalization, and discrimination in TESOL; and second language teacher education. Bedrettin Yazan is Associate Professor in the Department of Bicultural-Bilingual Studies at University of Texas, San Antonio. His research focuses on language teacher learning and identity; collaboration between ESL and content teachers; language policy and planning; and World Englishes. Methodologically he is interested in critical autoethnography, narrative inquiry, and qualitative case study.

"This edited volume is a fitting tribute to the life and work of Farzad Sharifian. Professor Sharifian spent his life investigating the spread and development of Global Englishes and the ramifications of this linguistic and cultural diversity for the teaching of English. Building on his work, this book combines the theoretical underpinnings of Global Englishes with the pedagogical implications of Global Englishes for teaching methods and materials, language identity, language assessment, and curriculum development. This is a ground-breaking book in its mapping out of the relationship between the theory of Global Englishes and its practical implications for English teacher education and English learning around the globe. It provides a sound model for future work in this area." - Sandra Lee McKay, Professor Emerita, San Francisco State University, USA"This is a delightful collection of ideas on how the intricacies and realities of Global Englishes can be translated in teacher education programs. It offers fresh theoretical perspectives on the topic as well as presenting practical and down-to-earth ideas that language teachers and language teacher educators can apply in their teaching. A must-read book for language students and educators." -Willy A. Renandya, Principal Lecturer, National Institute of Education, Nanyang Technological University, Singapore

• Foreword Acknowledgements In Memoriam of Professor Farzad Sharifian Introduction: Integrating Global Englishes in Language Teacher Education Practices PART I. The Global Spread of English and Global Englishes Language Teaching Pedagogy 1.1. The Global Spread of English and Global Englishes Language Teaching 1.2. Enhancing Global Englishes Awareness among Pre-service Language Teachers through Audio/Video-Based Resources 1.3. Listening as a Gateway to Criticality in/for Global Englishes 1.4. Rethinking Standards and Goals in Global Englishes Language Teacher Education 1.5. A Professional Development Program for Chinese EFL Teachers: A Global Englishes Language Teaching Framework 1.6. Developing Teachers’ Global Englishes Awareness through Active Learning Activities: Insights from a Thai University Context 1.7. Developing Teachers’ Critical Awareness through Dialogic E-Reflections 1.8. "We Were Willing to Try Again and Make it Understandable for both Parties": Working across Geographical Borders to Dispel Language Misconceptions 1.9. Engaging with Global Englishes through Collaborative Online International Learning (COIL) 1.10. Encouraging Teacher Educators to Investigate Teachers’ Attitudes Towards Global Englishes: Focusing on a Research Instrument PART II. Language Teaching Methods and Instructional Materials in Global Englishes 2.1. Language Teaching Methods and Instructional Materials in Global Englishes 2.2. Using Global Englishes Materials in Pre-Service Teacher Education 2.3. De-mystifying Global Englishes for Pre-service English Teachers 2.4. Explicit, Implicit or Both? Novel Ways of ELF Integration into Global Englishes Language Teaching 2.5. Enhancing Teachers’ Awareness of Global Englishes using the Oxford English Dictionary 2.6. Graduate Teaching Assistant Education for Global English Ecosystems 2.7. Navigating Local Cultures and Languages: Developing Expertise in Multilingual GE Classrooms through Trilingual Vocabulary Activities 2.8. Fostering Teachers’ Awareness of Global Englishes in Primary Teacher Education in Italy 2.9 A Plurilithic Approach to English for Academic Purposes (EAP) Writing Instruction: Insights from English as a Lingua Franca (ELF) Research PART III. Transculturality and Identity in Global Englishes 3.1. Global Englishes and Teaching Culture 3.2. What's in a Name? A Discussion of the Linguistic Implications for the Student-Teacher Relationship in the EFL Classroom 3.3. Promoting Culture and Identity through Local Action Plans for Additive Multilingualism 3.4. Find Someone Who: Reflecting on Language, Culture, and Identity in English Language Use 3.5. Whose Culture(s) Are We Teaching in Class: Good English Language Teachers in a Globalized World 3.6. Reflections on a Language Teacher Identity Module in a Global Englishes Context: The Case of an MA program in Argentina 3.7. Diverging from the Native Speaker Framework: A Listening and Speaking Lesson with Different Varieties of English Across Cultures 3.8. Navigating Linguistic and Cultural Identities: (Re)Positioning Oneself Through Critical Awareness PART IV. Language Assessment in Global Englishes 4.1. Language Assessment in Global Englishes 4.2. Exposure: Cutting Your Feet to Fit the Shoes 4.3. Critical Awareness: Making Shoes for Your Own Feet 4.4. Action Plan: Changing the Door Keepers 4.5. Language Assessment in Global Englishes: Self-Reflective Analysis of Assessment Plans and Practices 4.6. Writing Assessment through a Global Englishes Lens PART V. Curriculum Development in Global Englishes 5.1. Curriculum Development in Global Englishes 5.2. Phonology as a Tool for Global Englishes Language Teacher Education 5.3. Examining Global Englishes and the Decolonization of English Language Teaching in a Post-Colonial Context 6. Conclusion: A Truly Impactful Volume

Ali Fuad Selvi is Assistant Professor of TESOL and Applied Linguistics, and is the Chair of the Teaching English as a Foreign Language Program at METU Northern Cyprus Campus. His research interests include Global Englishes; issues related to (in)equity, professionalism, marginalization, and discrimination in TESOL; and second language teacher education. Bedrettin Yazan is Associate Professor in the Department of Bicultural-Bilingual Studies at University of Texas, San Antonio. His research focuses on language teacher learning and identity; collaboration between ESL and content teachers; language policy and planning; and World Englishes. Methodologically he is interested in critical autoethnography, narrative inquiry, and qualitative case study.

"This edited volume is a fitting tribute to the life and work of Farzad Sharifian. Professor Sharifian spent his life investigating the spread and development of Global Englishes and the ramifications of this linguistic and cultural diversity for the teaching of English. Building on his work, this book combines the theoretical underpinnings of Global Englishes with the pedagogical implications of Global Englishes for teaching methods and materials, language identity, language assessment, and curriculum development. This is a ground-breaking book in its mapping out of the relationship between the theory of Global Englishes and its practical implications for English teacher education and English learning around the globe. It provides a sound model for future work in this area." - Sandra Lee McKay, Professor Emerita, San Francisco State University, USA"This is a delightful collection of ideas on how the intricacies and realities of Global Englishes can be translated in teacher education programs. It offers fresh theoretical perspectives on the topic as well as presenting practical and down-to-earth ideas that language teachers and language teacher educators can apply in their teaching. A must-read book for language students and educators." -Willy A. Renandya, Principal Lecturer, National Institute of Education, Nanyang Technological University, Singapore

• Foreword Acknowledgements In Memoriam of Professor Farzad Sharifian Introduction: Integrating Global Englishes in Language Teacher Education Practices PART I. The Global Spread of English and Global Englishes Language Teaching Pedagogy 1.1. The Global Spread of English and Global Englishes Language Teaching 1.2. Enhancing Global Englishes Awareness among Pre-service Language Teachers through Audio/Video-Based Resources 1.3. Listening as a Gateway to Criticality in/for Global Englishes 1.4. Rethinking Standards and Goals in Global Englishes Language Teacher Education 1.5. A Professional Development Program for Chinese EFL Teachers: A Global Englishes Language Teaching Framework 1.6. Developing Teachers’ Global Englishes Awareness through Active Learning Activities: Insights from a Thai University Context 1.7. Developing Teachers’ Critical Awareness through Dialogic E-Reflections 1.8. "We Were Willing to Try Again and Make it Understandable for both Parties": Working across Geographical Borders to Dispel Language Misconceptions 1.9. Engaging with Global Englishes through Collaborative Online International Learning (COIL) 1.10. Encouraging Teacher Educators to Investigate Teachers’ Attitudes Towards Global Englishes: Focusing on a Research Instrument PART II. Language Teaching Methods and Instructional Materials in Global Englishes 2.1. Language Teaching Methods and Instructional Materials in Global Englishes 2.2. Using Global Englishes Materials in Pre-Service Teacher Education 2.3. De-mystifying Global Englishes for Pre-service English Teachers 2.4. Explicit, Implicit or Both? Novel Ways of ELF Integration into Global Englishes Language Teaching 2.5. Enhancing Teachers’ Awareness of Global Englishes using the Oxford English Dictionary 2.6. Graduate Teaching Assistant Education for Global English Ecosystems 2.7. Navigating Local Cultures and Languages: Developing Expertise in Multilingual GE Classrooms through Trilingual Vocabulary Activities 2.8. Fostering Teachers’ Awareness of Global Englishes in Primary Teacher Education in Italy 2.9 A Plurilithic Approach to English for Academic Purposes (EAP) Writing Instruction: Insights from English as a Lingua Franca (ELF) Research PART III. Transculturality and Identity in Global Englishes 3.1. Global Englishes and Teaching Culture 3.2. What's in a Name? A Discussion of the Linguistic Implications for the Student-Teacher Relationship in the EFL Classroom 3.3. Promoting Culture and Identity through Local Action Plans for Additive Multilingualism 3.4. Find Someone Who: Reflecting on Language, Culture, and Identity in English Language Use 3.5. Whose Culture(s) Are We Teaching in Class: Good English Language Teachers in a Globalized World 3.6. Reflections on a Language Teacher Identity Module in a Global Englishes Context: The Case of an MA program in Argentina 3.7. Diverging from the Native Speaker Framework: A Listening and Speaking Lesson with Different Varieties of English Across Cultures 3.8. Navigating Linguistic and Cultural Identities: (Re)Positioning Oneself Through Critical Awareness PART IV. Language Assessment in Global Englishes 4.1. Language Assessment in Global Englishes 4.2. Exposure: Cutting Your Feet to Fit the Shoes 4.3. Critical Awareness: Making Shoes for Your Own Feet 4.4. Action Plan: Changing the Door Keepers 4.5. Language Assessment in Global Englishes: Self-Reflective Analysis of Assessment Plans and Practices 4.6. Writing Assessment through a Global Englishes Lens PART V. Curriculum Development in Global Englishes 5.1. Curriculum Development in Global Englishes 5.2. Phonology as a Tool for Global Englishes Language Teacher Education 5.3. Examining Global Englishes and the Decolonization of English Language Teaching in a Post-Colonial Context 6. Conclusion: A Truly Impactful Volume