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Global Englishes in Democratic Educational Settings: Towards Inclusive and Equitable Language Education
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Author(s): Lili Cavalheiro (NOVA University of Lisbon, Portugal & Centre for English, Translation, and Anglo-Portuguese Studies, Portugal)and Ricardo Pereira (Polytechnic University of Leiria, Portugal & ULICES, School of Arts and Humanities, University of Lisbon, Portugal)
Copyright: 2026
Pages: 28
Source title:
Language Education and Human Rights in Democratic Educational Settings
Source Author(s)/Editor(s): Thomais Rousoulioti (Aristotle University of Thessaloniki, Greece), Charikleia Pitsou (University of Patras, Greece), Asli Saglam (MEF University, Turkey)and Katy Finch (AQA, UK)
DOI: 10.4018/979-8-3373-2670-2.ch010
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Abstract
This chapter explores the link between Global Englishes (GE), language education and linguistic human rights within democratic and multilingual educational settings, especially in English language teaching (ELT) contexts. It argues in favor of moving beyond native-speaker norms and embracing more pluralistic, inclusive, and culturally responsive pedagogies aligned with World Englishes, English as an International Language, English as a Lingua Franca and GE. These paradigms challenge linguistic hierarchies, promote linguistic human rights and support intercultural and global citizenship education goals. Examples of related Erasmus+ projects are provided, demonstrating how they can promote pedagogical innovation and empower teachers and learners by promoting multilingualism, inclusive practices, and accent diversity awareness. These projects offer resources to develop equitable ELT that reflects the linguistic realities associated with intercultural communication. The ultimate idea is to promote GE-aware approaches, fostering greater inclusion, equity, and democratic engagement in ELT.
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