https://www.um.edu.mt/library/oar/handle/123456789/22325 2026-09-12T10:41:44Z https://www.um.edu.mt/library/oar/handle/123456789/148965 Title: Leveraging generative AI for teaching writing : a case study of two English language teachers Authors: Xerri, Daniel; Block, Josianne Abstract: This chapter presents a qualitative case study investigating how generative AI (GenAI) can transform English language teachers' approaches to writing instruction. Following two English language teachers in Malta over a four-week period, the study explores their implementation of ChatGPT across four process-writing stages: brainstorming, planning, drafting, and editing. Data collected through semi-structured interviews and reflective journals revealed three main themes: GenAI as a facilitator of process-oriented writing instruction, teacher concerns regarding over-reliance and loss of human agency, and the development of teachers' own GenAI digital competence. The findings indicate that integrating GenAI shifts pedagogical emphasis from final written products to active engagement with the writing process, fostering critical thinking, prompt engineering skills, and student autonomy. 2027-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148964 Title: Cultivating adaptability via education and continuing professional development Authors: Xerri, Daniel Abstract: This chapter explores the cultivation of adaptability as an essential global competency, positioning it as a foundational capacity for thriving in volatile, uncertain, complex and ambiguous contexts. Framed as a key educational outcome, adaptability is examined as a multidimensional construct encompassing cognitive, emotional and dispositional flexibility that enables individuals, teams and organisations to learn, adjust and innovate amid ongoing change. Drawing on interdisciplinary research, the chapter proposes that adaptability operates across three interconnected dimensions: personal, career and organisational. The personal dimension examines psychological resources such as emotional regulation, growth mindset and mattering, which sustain resilience and flexibility. The career dimension highlights adaptability as a self-regulatory capacity that supports employability and vocational growth through proactive goal adjustment and continuous learning. The organisational dimension situates adaptability within leadership, culture and dynamic capability development, emphasising collective learning and agile structures. The chapter concludes by outlining systemic and continuing professional development (CPD) strategies to embed adaptability through reflective, experiential and relational learning approaches. It argues that cultivating adaptability through education and CPD is central to preparing individuals and institutions for the complex challenges of a globalised, technology-driven future. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148690 Title: English and glocal justice : rethinking language, power, and advocacy Authors: Xerri, Daniel Abstract: This chapter examines the role of English in advancing social justice by positioning the language not as a neutral global set of skills but as a contested resource shaped by the interplay of global structures and local practices. Drawing on the concept of glocalisation, it highlights English’s dual role as both a bridge for intercultural dialogue and a barrier that reinforces inequalities rooted in colo-nial histories and neoliberal ideologies. Through examples from diverse educa-tional contexts, the chapter explores how hegemonic discourses reproduce systemic inequities, whereas glocal pedagogical practices offer pathways for advocacy and empowerment. Teachers and school leaders are examined as glocal agents whose agency, shaped by personal histories and institutional contexts, enables resistance to exclusionary practices and fosters inclusive education. The chapter culminates in the articulation of a glocal justice lens, a conceptual framework that integrates struc-tural critique, pedagogical transformation, and agency-in-context. This framework calls on policymakers, school leaders, teachers, and teacher educators to reconcep-tualise English education as a means of fostering equity, solidarity, and advocacy across local and global scales, thereby contributing to ongoing debates on language, justice, and education. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148688 Title: Introduction : towards a new understanding of the role of English as a glocal language Authors: Wright, Natalia; Xerri, Daniel Abstract: This introductory chapter proposes a glocalist frame of reference for understanding the evolving function of English, designating it as English as a Glocal Language (EGL). Drawing on earlier predictions concerning the emergence of hybrid Englishes, the weakening of the language’s elitist status, and forces of commu-nity identity asserting themselves, the chapter argues that these changes necessi-tate a new conceptualisation. EGL is situated within the contemporary context of deglobalisation, a phenomenon characterised by diminishing global interconnected-ness and a shift toward localism, which creates tension between global and local forces. Informed by glocalisation and postcolonial scholarship, the EGL framework encompasses principles like the decolonial approach, critical pedagogy, and localised globalism. The chapter positions EGL as a more nuanced understanding that captures the complexities of the English language in contemporary times and accommodates the dynamic relationship between its global prominence and its localised adapta-tions, serving as a medium for both global communication and the voicing of local concerns. By re-envisioning English in the globalisation–deglobalisation nexus, the chapter shows that EGL’s purpose is to preserve a heterogeneous and plurilingual world and promote local empowerment. 2026-01-01T00:00:00Z