In today's globalised world, the needs of English language learners have changed, particularly those learning to use the English language as a lingua franca. Growing research showcasing the global use of English as a lingua franca (ELF), the creativity of ELF users, and the diverse ways in which they negotiate successful communication in multilingual encounters has numerous implications for the field of TESOL. This article reports on a study with preservice and in‐service TESOL practitioners taking a Global Englishes for Language Teaching (GELT) option course in a 1‐year Master's in TESOL programme at a Russell Group university in the United Kingdom. The study explores attitudes towards GELT but also towards the proposals for, and barriers to, curriculum innovation as well as factors influencing such attitudes. Interviews (n = 21) and questionnaires (n = 47) revealed that attitudes remain norm bound, yet the study revealed a positive orientation towards GELT and provided insights into the feasibility of GELT‐related curriculum innovation and teacher education syllabus design. The study calls for more research with preservice and in‐service TESOL practitioners at different stages of the innovation process to ensure successful and sustainable GELT curricular innovation.

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全球英语语言教学：自下而上的课程实施

在当今全球化的世界中，英语学习者的需求发生了变化，尤其是那些学习将英语作为通用语言的学习者。越来越多的研究表明，英语在全球范围内被广泛用作英语通用语言（ELF），ELF用户的创造力以及他们在多语言交流中谈判成功交流的多种方式，对TESOL领域产生了许多影响。本文报道了一项针对在职和在职TESOL从业人员在英国罗素大学（Russell Group University）修读1年制TESOL硕士课程的全球英语语言教学（GELT）选修课程的研究。该研究探讨了对GELT的态度，也探讨了对课程创新的建议和障碍以及影响这种态度的因素。面试（n = 21）和问卷（n = 47）表明态度仍然受规范约束，但该研究显示了对GELT的积极态度，并提供了与GELT相关的课程创新和教师教育课程设计的可行性的见解。该研究要求在创新过程的不同阶段与服务前和在职TESOL从业人员进行更多研究，以确保GELT课程创新的成功和可持续。