Global vs. Glocal English: Attitudes and Conceptions among Educators, Administrators and Teachers in Eight Asian Countries

Abstract

This chapter presents a study of attitudes and beliefs about global English on the part of educators, administrators and teachers with their own perceptions on the dynamics and balances of aspects of English, especially within their countries. The data were collected from 86 questionnaire and four interview participants, including educators, administrators and teachers from several countries in East and South East Asia, including Singapore, Vietnam, Japan, South Korea, Malaysia, Thailand, Indonesia, and the Philippines. The findings show some support for in-country glocal English (seen as “situated Englishes”, comprehensible to the international community with local linguistic and cultural features), but not for testing, and not for trans-national communication. A harmonisation in the use, teaching, learning and testing of English in Asia is needed with a comprehensive effort and support from the regional, national, institutional, professional and individual levels without disturbing the natural development of English as a means of communication. The picture is quite complicated, and more research on related issues identified with larger samples from a wider population can provide more solid findings and solution to the issues of using English as a lingua franca in Asia.