English has rapidly spread throughout the world and acquired the status of an international language. As a consequence of this increased usage, diverse varieties of English have emerged in several parts of the world and these variations are referred to as Global Englishes (GE). Although research on GE has demonstrated the potential for a new perspective on English Language Teaching (ELT), studies of GE in the context of the Gulf countries are relatively rare. Furthermore, since the current mainstream ELT practice in Saudi Arabia still largely emphasizes an ideology of native-speakerism, university courses related to GE are scarce. This paper aims to unpack the influence of a course delivered on English as a World Language to Saudi university students, assessing how it shaped students’ awareness of their own English and GE. Adopting a qualitative approach, this research investigated the perceptions of Saudi students taking the optional course as part of their Master’s English degree at Jouf University in Saudi Arabia. Data collection methods included semi-structured interviews and reflective journals. The findings revealed positive attitudes towards integrating GE into English learning and teaching, and also an improved understanding of linguistic diversity after taking the course. After reporting the findings, the paper discusses the pedagogical implications of integrating GE into English learning and teaching. It also argues for raising students’ GE awareness and applying critical pedagogy in ELT to enable GE-oriented instruction.
Areej Alruwaili, Jouf University, Saudi Arabia
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