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Submitted
September 27, 2025
Accepted
November 22, 2025
Published
November 30, 2025
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Abstract

Global Englishes (GE) has challenged long-standing native-speaker norms by affirming the legitimacy of diverse English varieties, yet its classroom implementation remains limited. This article introduces the pedagogy of disjuncture as a conceptual response to this gap. Building on transformative learning theory, it redefines disjuncture as a deliberate pedagogical resource rather than as an obstacle. The core idea of this approach is designed for disjuncture. Unlike traditional uses of Critical Incidents, which often depend on retrospective accounts of classroom experiences, designed disjuncture is intentionally created encounters that expose teachers to linguistic diversity, communicative breakdowns, or intercultural tensions. By structuring these incidents as planned interventions, teacher education can guide participants through cycles of exposure, reflection, and dialogue that lead to the reshaping of professional identity. The contribution of this article is twofold. Conceptually, it combines GE, teacher identity research, and transformative learning into a cohesive framework that broadens the scope of Critical Incident pedagogy. Practically, it outlines how designed disjuncture can be integrated into teacher education curricula worldwide, helping teachers move beyond rhetorical acceptance of GE toward resilient, critically aware professional identities suited for multilingual classrooms.

Keywords

critical incident Global Englishes pedagogy of disjuncture teacher identity transformative learning

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Copyright (c) 2025 Ista Maharsi, Sri Imelwaty, Lili Perpisa, Dina Ramadhanti, Syifana Arumaisya

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Author Biographies

Ista Maharsi, English Language Education Department, Universitas Islam Indonesia, Indonesia

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Sri Imelwaty, English Language Education Department, Universitas PGRI Sumatera Barat, Indonesia

Sri Imelwaty is an Associate Professor at the Department of English Education, Faculty of Social and Humanities, Universitas PGRI Sumatera Barat, Indonesia. Her research interests include Global Englishes, English language teaching and teacher education, materials development, intercultural communication, and transformative learning. She has published and supervised research on Global Englishes-oriented pedagogy, teacher professional identity, and digital learning innovations in multilingual contexts. She is particularly interested in how English teachers negotiate global and local identities in classroom practice, and how Global Englishes can inform curriculum reform and community-based educational projects. She can be contacted at [email protected] 

Lili Perpisa, English Language Education Department, Universitas PGRI Sumatera Barat, Indonesia

Lili Perpisa is a lecturer in the English Education Study Program at PGRI Sumatera Barat University, Indonesia. Her research focuses on English language teaching with a particular emphasis on the teaching of writing. Her current work explores the use of online communities and blended learning to enhance academic writing instruction and improve students’ thesis-writing quality. She is also interested in educational technology and how digital tools support effective language-learning practices in contemporary classrooms.
Email: [email protected]

Dina Ramadhanti, Indonesian Language and Literature Education, Universitas PGRI Sumatera Barat, Indonesia

Dina Ramadhanti is an Associate Lecturer in the Department of Indonesian Language and Literature Education, Faculty of Social and Humanities, Universitas PGRI West Sumatra, Indonesia. Her research interests include language teaching, teaching writing, learning strategies, and teaching materials development. She has published and supervised research on language teaching, metacognition, and cognitive psychology in language learning. She can be contacted at: [email protected]

How to Cite
Maharsi, I., Imelwaty, S., Perpisa, L., Ramadhanti, D., & Arumaisya, S. (2025). Reframing English teacher identity through pedagogy of disjuncture and critical incidents in global Englishes. Journal of English and Education (JEE), 11(2). Retrieved from https://journal.uii.ac.id/JEE/article/view/43632
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