The rise of English as a global language has led scholars to call for a paradigm shift in the field of English language teaching (ELT) to match the new sociolinguistic landscape of the twenty-first century. In recent years a considerable amount of classroom-based research and language teacher education (LTE) research has emerged to investigate these proposals in practice. This paper outlines key proposals for change in language teaching from the related fields of World Englishes (WE), English as a lingua franca (ELF), English as an international language (EIL), and Global Englishes, and critically reviews the growing body of pedagogical research conducted within these domains. Adopting the methodology of a systematic review, 58 empirical articles published between 2010 and 2020 were shortlisted, of which 38 were given an in-depth critical review and contextualized within a wider body of literature. Synthesis of classroom research suggests a current lack of longitudinal designs, an underuse of direct measures to explore the effects of classroom interventions, and under-representation of contexts outside of university language classrooms. Synthesis of teacher education research suggests future studies need to adopt more robust methodological designs which measure the effects of Global Englishes content on teacher beliefs and pedagogical practices both before and throughout the programme, and after teachers return to the classroom.

中文翻译：

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全球英语与语言教学：教学研究综述

英语作为一种全球语言的兴起促使学者们呼吁在英语教学 (ELT) 领域进行范式转变，以适应 21 世纪新的社会语言学格局。近年来，出现了大量基于课堂的研究和语言教师教育 (LTE) 研究，以在实践中调查这些建议。本文概述了世界英语 (WE)、英语作为通用语 (ELF)、英语作为国际语言 (EIL) 和全球英语等相关领域的语言教学变革的关键建议，并批判性地回顾了不断增长的在这些领域内进行的教学研究。采用系统评价的方法，2010年至2020年间发表的58篇实证文章入围，其中 38 篇得到了深入的批判性审查，并在更广泛的文献中进行了背景化。课堂研究的综合表明，目前缺乏纵向设计，未充分利用直接措施来探索课堂干预的效果，以及大学语言课堂之外的环境代表性不足。教师教育研究的综合表明，未来的研究需要采用更稳健的方法设计，以衡量全球英语内容对教师信念和教学实践的影响，无论是在课程之前和整个课程期间，还是在教师返回课堂之后。和大学语言课堂以外的环境代表性不足。教师教育研究的综合表明，未来的研究需要采用更稳健的方法设计，以衡量全球英语内容对教师信念和教学实践的影响，无论是在课程之前和整个课程期间，还是在教师返回课堂之后。和大学语言课堂以外的环境代表性不足。教师教育研究的综合表明，未来的研究需要采用更稳健的方法设计，以衡量全球英语内容对教师信念和教学实践的影响，无论是在课程之前和整个课程期间，还是在教师返回课堂之后。