The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership

Abstract

This paper outlines a collaborative research project established via a research partnership within a Global Englishes (GE) theoretical framework. The aim of the quasi-experimental classroom-based study was to examine the effect of a GE curriculum intervention embedded within a general English course in a commercial language school. The study adopted a longitudinal mixed methods design, collecting data from 24 school-aged learners via the English as an International Language Perception Scale at four time points, and via dairies at five time points. Quantitative findings reveal that students' perceptions toward the diversity of English became significantly more positive after the GE intervention with qualitative findings providing further evidence of change in students' attitudes toward the legitimacy of non-standard Englishes. Evidence was not obtained for a significant effect of the intervention on students' perceptions toward the current status of English, strategies for multilingual and multicultural communication, or English speaker identity. In this paper we discuss how researcher and teacher partners collaborated from project inception to the dissemination of the findings, intertwining and leveraging important theoretical, methodological, and professional knowledge throughout the research process. We highlight the importance of partnership research for the bidirectional development of teacher-researcher holistic identities.

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