Teaching Global Englishes in the Global South: A Translingual Poetic Autoethnography of Decolonial Pedagogical Design and Praxis in a Thai Private University

Document Type : Original Article

Author

English Communication Department, International College, Payap University, Thailand

10.30466/ijltr.2026.57650.3487

Abstract

Despite extensive theorization of Global Englishes (GE), its pedagogical implementation in Global South contexts remains underexplored. This translingual poetic autoethnographic study traces an EFL writing teacher’s journey of embracing decolonial design and praxis while teaching a “Culture and Englishes” course at an international college in Thailand. Positioning “G语,” a localized and translanguaging-oriented rearticulation of Global Englishes, as an overarching concept that brings together critical perspectives on Global South, identity, language ideologies, contact zones, bilingual creativity, and translanguaging, the study examines a story-based, theory-driven, translanguaging-oriented decolonial praxis and its influence on learners’ evolving subjectivities. Data comprise teaching documents, teacher field notes, online discussions, and students’ essays. The findings illustrate how GE-informed pedagogical innovations can disrupt dominant monolingual ideologies and foster shifts in participants’ linguistic and cultural subjectivities. The study also foregrounds the tensions and possibilities of pursuing decolonial praxis in an English-medium environment. It concludes with practical implications for teachers seeking context-sensitive, theoretically grounded approaches to GE pedagogy.

Keywords

Iranian Journal of Language Teaching Research
Volume 14, 3 (Special Issue)
November 2026
Pages 23-47

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History

  • Receive Date: 27 September 2026
  • Accept Date: 21 October 2026

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