Global Englishes-oriented teacher education: lasting shifts.

This article examines the long-term effects of a Global Englishes language teaching (GELT) approach on three Sri Lankan English teachers who participated in a GELT-oriented pedagogic project involving communication with diverse English speakers in the United States. Three years after the intervention, these teachers reported modest but meaningful shifts in their pedagogic beliefs and practices, including greater tolerance for informal language, increased emphasis on real-world communication, and openness to diverse pronunciations to reduce student anxiety. While the study acknowledges that deeply ingrained native-speaker norms remain influential in Sri Lanka’s English language teaching context, it suggests that even small-scale GELT innovations can foster empathy, critical reflection, and more inclusive attitudes toward English varieties among teachers. The findings highlight the potential value of GELT-informed teacher education in preparing educators to navigate the pluralistic realities of English use globally.