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Local Response to Glocalised ELT: Practices That Work

LE ANH PHUONG


Glocalisation has become a trend in English teaching for some decades. This trend manifests itself in various aspects in classroom teaching and curriculum development, including not only the accommodation of specific local linguistic and cultural features (Afsar, 2008; Corbett, 2003; Floris, 2005; Nguyen, 2013; Phuong Le, 2014) but also in the appreciation of varieties of English (Fang, 2011; Tsou, 2015).

In response to this trend, the presenter shares her practical classroom experiences in fostering the learners’ cultural identity and knowledge, as well as their creativity and autonomy. Via specific examples and vivid images in various teaching contexts with tertiary and high school learners, the presentation illustrates how English learning can make these learners become better communicators of English in a globalised world. Evidence shows that these students highly appreciated their experiences and were able to manifest their personal strengths, independence and creativity while showing their cultural identity in an interactive and cooperative learning environment. Implications for glocalised teaching practices in similar ELT contexts are also discussed.