This study investigated the convergence of content and language integrated learning, translanguaging, and global citizenship education in an EFL tertiary English class. Conceptualized within translanguaging as an assemblage for meaning-making, machine translation was incorporated into the course in a way that EFL bilinguals could fully avail themselves of their linguistic repertoire for the learning of global citizenship and language. The analyses of thirty-three students’ response essays and survey results demonstrate the success of MT as both a scaffold for bridging language-content gaps and a tool for language acquisition. Design features, perceived as important, were a careful introduction and training on MT use and teacher feedback on MT-assisted writing. Survey results emphasize the crucial role of the students’ L1 in meaning-making. The study offers a practical guide for educators interested in using MT in L2 writing instruction and encourages further research on the theoretical and pedagogical applications of translanguaging in diverse EFL contexts.

Effective foreign language learning accompanies the learning of the target language’s culture. But English is said to be not a foreign language, but a global language. What should culture learning be like in teaching English as a global language (EGL)? This paper aims to make some suggestions for the directions of cultural learning in EGL. First, the features of EGL learning are explored in comparison with those of EFL learning. Second, it is discussed why EGL learning does not match the communicative competence on which the communicative approach has been based. Instead EGL learning needs intercultural communicative competence (ICC). Third, it is considered what culture education should take into account for ICC. The main section seeks out the ways in which cultural contents involved in teaching materials contribute to develop ICC. Four (4) series of Korean middle school English textbooks are analysed in respect of the ownership of cultures, the types of culture and the cultural activities, from the intercultural perspective. The result admits the cultural contents of the textbook are not suitable for developing ICC. Finally, some directions will be deduced on how and what teaching materials are equipped to develop ICC in teaching English as a global language.

This paper aims to make some suggestions for the direction and objectives of teaching English as a global language (EGL). To this end, the examination reveals that the number of people who use English as a second or foreign language is much more than that of people who use English as the primary language. Moreover, in many parts of the world the status of English is shifting, being used within the country as well as for international communication. Thus, it will be more likely for the learners to communicate in English with other people than English natives. Communication across cultures demands mutual intelligibility and speaker’s identities. The objective of EGL is to provide intercultural learners with intercultural communicative competence, which is a knowledge of one or more cultures and social identities, and which is also a capacity to discover and relate to new people from other contexts for which they have not been prepared directly. Teaching English as a global language will be effective and prosperous under due consideration of local situations around learners. Several ideas are suggested for the new direction for EGL education.