Non-native English-speaking teachers’ awareness and current practices of glocalized English instruction

English teaching should be glocalized, the combination of both global and local discourses. This study employed the questionnaire along with follow-up interviews and document analysis to explore 132 Taiwanese elementary school non-native English-speaking teachers’ knowledge, lesson planning, and curriculum planning of glocalization. This study reached the following major findings. First, a gap existed between teachers’ knowledge and classroom practices of glocalization. Secondly, teachers’ glocalized English lessons tended to focus more on global issues, and only two of the eight teachers who joined the follow-up interviews completely designed and implemented glocalized lessons into classroom practices. The findings of this study contributed to the current body of the literature on English teachers’ awareness and classroom practices of glocalized English instruction, and the findings and implications can provide language teacher education programs with insights into professional development for teachers in glocalization.