This study aims to explore how Global Englishes (GE)-oriented coursework and study abroad (SA) experiences influence pre-service English language teachers’ (PELTs) awareness, emotional engagement and readiness to implement GE-informed practices in their future classrooms.
Using a mixed-methods design, the study used the Global Englishes Orientation Questionnaire pre- and post-SA, along with guided journals and focus group interviews, to capture attitudinal shifts and qualitative insights into participants’ encounters with diverse English varieties and the associated emotional and pedagogical impacts.
Findings indicate that SA experiences reinforced GE-oriented coursework by broadening participants’ acceptance of diverse English varieties and prioritizing intelligibility over native-like proficiency. PELTs reported emotional trajectories ranging from anxiety to pride and growing confidence, which shaped their evolving linguistic awareness and professional identities. While participants expressed strong intentions to incorporate GE-informed practices, challenges including deeply-entrenched native-speaker norms and institutional constraints limited full integration into pedagogical practice.
The findings highlight the importance of incorporating GE frameworks into language teacher education by aligning coursework with authentic intercultural opportunities. Curricular innovation and institutional support are critical to prepare globally competent teachers who can embrace linguistic diversity and foster inclusive, culturally responsive language education.
By connecting emotional responses with cognitive and pedagogical development, this study extends existing GE research beyond classroom contexts. It highlights the transformative impact of immersive international experiences and emphasizes the need to connect teacher education with real-world linguistic diversity.
