Fan Fang obtained his PhD from the Centre for Global Englishes, University of Southampton, UK. He is currently Professor at College of Liberal Arts, Shantou University, China. His research interests include Global Englishes, sociolinguistics, language attitude, identity, intercultural communication, teacher education and language teaching and learning. Fan Fang has published articles in journals including Asia Pacific Journal of Education, Asian Englishes, ELT Journal, English Today, Journal of Multilingual and Multicultural Development, Language, Culture and Curriculum, Language and Education, Language Teaching Research, Lingua, RELC Journal, System, among others. His latest books include a monograph titled Re-positioning accent attitude in the Global Englishes paradigm (Routledge) and an edited volume (co-edited with Dr Handoyo Widodo) titled Critical Perspectives on Global Englishes in Asia (Multilingual Matters).

      The fact that English is used as a global language has urged language educators to respond to the complexity of English language education in order to cultivate learners’ multilingual and multicultural awareness of language use. This requires language educators to develop awareness to recognise linguistic and cultural diversity in practice through education. TESOL is in transition to address issues such as race, identity and global competence in English language education (see the joint publication of TESOL Journal and TESOL Quarterly). The paradigm of Global Englishes has responded to this turn by challenging the native speakerism ideology with an emphasis on respect for multilingualism and diverse cultures and identities in English language education. However, the Global Englishes paradigm is regarded as a theory or language ideology, with less focus on the diversity of multilingual and multicultural practice in classroom discourse. Translanguaging, as a practical theory of language, brings that aspiration into classroom discourse and daily communication. This talk presents the importance of incorporating these two paradigms into English language education from the perspectives of 1) critical pedagogy in applied linguistics and 2) decolonising pedagogy for the inclusion of linguistic and cultural diversity in language education to develop glocal competence. It argues the need for linguistic and cultural diversity in TESOL not only to cultivate a sense of intercultural awareness in students but also to enhance their glocal competence in situ. This talk ends with some proposals for and challenges of integrating Global Englishes and translanguaging into TESOL.