Reflective Practice Training for English Teachers: Repositioning Professional Identity through a Global Englishes Perspective

Abstract

English is used in and taught within Indonesian classrooms to multilingual speakers, yet everyday practice still relies on native-speaker benchmarks. Short awareness seminars on Global Englishes tend to loosen that preference without changing how teachers see themselves or how they act. This community service program addressed that gap by offering reflective practice training for in-service English teachers in West Sumatra. Rather than a single seminar, the program followed a reflective cycle in which teachers encountered authentic samples of diverse English, examined their own reactions in written journals, rewrote their personal statements of professional stance, and designed a short lesson informed by a Global Englishes perspective; a peer community of practice sustained the exchange afterward. 25 teachers took part across 2 sessions. Impact was tracked through pre- and post-reflective self-assessment, teacher-authored journals, and lesson artifacts. Participants moved from anxiety about correctness toward an orientation to intelligibility and linguistic diversity, produced 3 Global Englishes-informed tasks, and continued peer discussion beyond the sessions. The program contributes to Sustainable Development Goal 4 by strengthening teacher professional learning and nurturing an appreciation of diversity in language education.