Embedded Intervention for Ideological Change: Global Englishes and Anti-Accentism Readings in a Chinese English Teacher Education Course

Document Type : Original Article

Author

English Department, School of Foreign Languages, Pingdingshan University, Pingdingshan city, Henan Province, China

10.30466/ijltr.2026.57665.3486

Abstract

Despite global diversification of English, English language teaching (ELT) across the Global South remains entrenched in native-speakerism, perpetuating both hierarchies of English varieties and inequalities among English users. To build a more just and ethical ELT, it is essential to cultivate a Global Englishes (GE)-aligned teaching intention among pre-service English language teachers (PELTs). This study implemented a 10-week embedded dual-focused pedagogical intervention that integrated GE awareness and anti-accentism awareness with 97 undergraduate students in a Chinese English language teacher education program. After the course, 52 students submitted written reflections, and eight of them attended semi-structured interviews. Qualitative content analysis of the data reveals that most of the 52 reported substantial ideological shifts in their perceptions of diverse Englishes and in their understanding of accent-based perceptions and behaviors, both of which culminated in a reorientation of their future ELT intentions toward a GE-aligned model. These findings suggest that preparing PELTs to enact GE-aligned pedagogy requires not only a cognitive change toward diverse Englishes but also a moral awakening to English-user inequality.

Keywords

Iranian Journal of Language Teaching Research
Volume 14, 3 (Special Issue)
November 2026
Pages 131-149

Files

History

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

Share

How to cite

Statistics