Global Englishes, translanguaging, and ESP
Global Englishes, translanguaging, and ESP
This chapter addresses the need for the inclusion of Global Englishes into English for specific purposes (ESP) classroom discourses in various domains to recognize linguistic diversity and challenge fixed-language ideologies. Various domains of ESP have different registers, varieties of lexicons, and specific genre-based expressions with implications for language education. In addition, there is a need to incorporate the notion of variable Global Englishes, as the most prevalent use of English, into ESP classroom discourses. Furthermore, the use of translanguaging should also be recognized as a legitimate linguistic and social practice in multilingual ESP classrooms in order to promote social equity and inclusive education. This chapter offers proposals for how Global Englishes and translanguaging can be recognized and implemented in ESP classroom pedagogy. These proposals promote the pedagogical development of inclusive multilingual education thereby fostering linguistic and cultural diversity in ESP and more generally in language education.
English as a lingua franca, English for academic purposes, English for specific purposes, English language education, Global Englishes, Translanguaging
525-542
Fang, Fan
9dd22fb8-750a-4068-a9d5-b305e5b560fd
Baker, Will
9f1b758c-e6e0-43ca-b7bf-a0d5e1387d10
17 April 2025
Fang, Fan
9dd22fb8-750a-4068-a9d5-b305e5b560fd
Baker, Will
9f1b758c-e6e0-43ca-b7bf-a0d5e1387d10
Fang, Fan and Baker, Will
(2025)
Global Englishes, translanguaging, and ESP.
In,
Starfield, Sue and Hafner, Christopher A.
(eds.)
Handbook of English for Specific Purposes.
2 ed.
Wiley-Blackwell, .
(doi:10.1002/9781119985068.ch27).
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Book Section
Abstract
This chapter addresses the need for the inclusion of Global Englishes into English for specific purposes (ESP) classroom discourses in various domains to recognize linguistic diversity and challenge fixed-language ideologies. Various domains of ESP have different registers, varieties of lexicons, and specific genre-based expressions with implications for language education. In addition, there is a need to incorporate the notion of variable Global Englishes, as the most prevalent use of English, into ESP classroom discourses. Furthermore, the use of translanguaging should also be recognized as a legitimate linguistic and social practice in multilingual ESP classrooms in order to promote social equity and inclusive education. This chapter offers proposals for how Global Englishes and translanguaging can be recognized and implemented in ESP classroom pedagogy. These proposals promote the pedagogical development of inclusive multilingual education thereby fostering linguistic and cultural diversity in ESP and more generally in language education.
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Published date: 17 April 2025
Keywords:
English as a lingua franca, English for academic purposes, English for specific purposes, English language education, Global Englishes, Translanguaging
Identifiers
Local EPrints ID: 504964
URI: http://eprints.soton.ac.uk/id/eprint/504964
PURE UUID: 2acb9e6f-6837-4e24-af3d-858d0333134a
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Date deposited: 23 Sep 2025 16:43
Last modified: 27 Sep 2025 01:44
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Contributors
Author:
Fan Fang
Editor:
Sue Starfield
Editor:
Christopher A. Hafner
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