ABSTRACT The sociolinguistic reality of English users becomes more diverse as the number of non-native English users increases. This changing landscape of English users has implications in English language teaching (ELT), which calls for the need to shift the ELT paradigm from valuing native-norm English to respecting the diversity of Englishes as a legitimate status. However, prior research has paid little attention to supporting teachers to bring change in their classrooms. This article presents an attempt to provide teacher professional development for English teachers in Thailand to implement Global Englishes language teaching (GELT). Using transformative learning theory, the professional development was designed to help teachers experience disjunctures through a series of transformative learning activities. A questionnaire, researcher’s field notes, and teacher’s reflection were used to document teachers’ attitudes toward GELT. The analysis showed that teachers reported positive feedbacks toward the activities, but attitudes toward GELT were observed to have minimal changes.

中文翻译：

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教师专业发展以实施全球英语语言教学

摘要 随着非母语英语用户数量的增加，英语用户的社会语言现实变得更加多样化。英语用户的这种不断变化的格局对英语语言教学 (ELT) 产生了影响，这要求需要将 ELT 范式从重视母语标准英语转变为尊重英语的多样性作为合法地位。然而，先前的研究很少关注支持教师为课堂带来变革。本文试图为泰国的英语教师提供教师专业发展，以实施全球英语语言教学（GELT）。使用变革性学习理论，专业发展旨在通过一系列变革性学习活动帮助教师体验脱节。一份问卷，研究者的实地记录和教师的反思被用来记录教师对 GELT 的态度。分析表明，教师报告了对活动的积极反馈，但观察到对 GELT 的态度变化很小。