Connecting the Global Model to Effective Intercultural Communication in English

Research output: Contribution to journalArticlepeer-review


English language education policies throughout Asia typically operate on a deficiency model, wherein differences from "native speaker" English are viewed as flaws requiring educational correction. Such a position overemphasizes aspects of English that are relatively unimportant in English as a Lingua Franca (ELF) communication, while simultaneously generating negative attitudes towards learning non-prestige English variants. The Global Model of English (Haswell 2013; Haswell & Hahn, 2016) encapsulates ELF interactional realities and is aimed at being a tool for teachers, curriculum designers, and language policy makers. The model frames English performance in terms of communicative success rather than conformance to an arbitrary (most often native-speaker) standard. The model is particularly valuable in the Asia-Pacific region, where many English varieties exist, as it demonstrates the importance of transitioning from native-speaker-centric language education. To operationalize the Global Model in educational spaces, we must determine practices that centralize intercultural communication while accounting for pre-existing language-related ideologies. To begin this process, a pilot study was conducted to gather data from students in Japanese universities their ideas about how to configure a globally focused language learning program. Results indicate that while students do not always share the desire for a fully globally focused curriculum, there do appear to be some areas of concordance on which new programs can be built that will move us towards greater internationalization.
Original languageEnglish
Pages (from-to)57-68
Number of pages12
Issue number40
Publication statusPublished - 2018


Dive into the research topics of 'Connecting the Global Model to Effective Intercultural Communication in English'. Together they form a unique fingerprint.

Cite this