Teaching strategies in motivating global English learners

Abstract

English has undoubtedly become a global language. Within the last decades, however, societies and individuals have changed, became more complex, and identities, emotions and social spaces have been dramatically affected and re-negotiated by globalisation (Heyward, 2004; Tanu, 2016). This opinion article focuses on the author’s researches and experiences in Central Asia and Eastern Europe as a teacher and lecturer. Based on her previous researches and observations the author offers a new framework that addresses students’ needs and preferences for learning Global English. According to the Adaptive Relatability Motivation Framework, learners should be provided with culturally less invasive, identitysafe and emotionally more accommodating learning environment, where they can become more engaged, autonomous and adaptive in their own learning processes. Thus, learners will be able to continually relate their needs, social spaces and motivations to the successful use of the target language. The framework’s concepts are summarized in four points that give a more pragmatic view on its use. These four points are further detailed, offering how these ideas can be implemented in an empirical fashion by educators and students.