From awareness to action

Abstract Global Englishes pedagogies challenge traditional English language teaching norms by promoting awareness of diverse English varieties and their communicative legitimacy. This study examines how four English lecturers at Thai universities integrate GE-awareness tasks into their classrooms, highlighting pedagogical strategies and implementation challenges. Through qualitative content analysis of lecturer interviews, three themes emerged: (1) GE-awareness task design, which includes classroom-campus bonding activities, GE-informed video analysis, and student-led discussions; (2) challenges in implementing GE pedagogies, such as institutional constraints, student resistance, and assessment misalignment; and (3) perceived impact on student learning, revealing improvements in students’ linguistic awareness, communicative confidence, and adaptability in multilingual interactions. Findings underscore the urgent need for ELT curriculum reforms to align with the realities of English as a global lingua franca. The study’s implications extend beyond Thailand, offering valuable insights for EFL educators worldwide seeking to foster inclusive and effective English communication skills in diverse sociolinguistic contexts.