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Protein-energy wasting is a common complication among patients with kidney failure undergoing dialysis. This study aims to develop a homemade oral nutrition supplement (ONS) to fulfill the energy and protein requirements of these patients.

Three formulations of homemade ONS were developed using soybean milk, whey protein isolates and canola oil. Two of these formulations were flavored with pineapple and honeydew juices, respectively. The energy and macronutrient contents were determined using proximate analyses, and mineral contents were determined using inductively coupled plasma optical emission spectroscopy. The acceptance of homemade ONS for five attributes, namely color, taste, odor, consistency and overall acceptability, was assessed using the nine-point hedonic scale.

The homemade ONS provided 198–212 kcal and 8.4–9.6 g protein per 100 mL, which were comparable to commercial products. Similarly, the sodium (45–65 mg/100 mL) and phosphorus (56–66 mg/100 mL) contents were on par with commercial products. However, the potassium content of homemade ONS was higher, ranging from 141 to 155 mg per 100 mL. The sensory evaluation indicated that the formulation added with honeydew juice had a similar degree of acceptance as the commercial ONS, while formulations containing pineapple juice and without added fruit juice were less favored.

A few studies have investigated the development of food products for individuals with kidney failure on dialysis. However, to the best of the authors’ knowledge, this is the first study to focus on developing a homemade ONS specifically tailored to meet the unique nutritional needs of hemodialysis patients. In addition, this research included a comprehensive assessment of the beverage’s nutritional content and sensory attributes.

Although there is growing critical awareness in ELT around the rise of English as a global language, studies on teachers’ investment in critical pedagogy remain limited in mainstream ELT curricula, and the impact of such investment on teachers’ identities is not clear. To address this gap, with the inclusive paradigm of Global Englishes (GE), the paper presents a case study of an English teacher’s investment in GE at a middle school in China.

This study employed a qualitative approach. Semi-structured interview was conducted with the participant – May, focusing on her reported practices and her understanding of her roles during the investment in GE. The interview process was guided by an interview protocol which was designed based on related literature on GE, the theoretical framework, and the research context. A content analysis method was utilized to generate descriptive categories concerning participant’s identities and investment in GE.

Analysis of interview data reveals that through investment in GE, May not only constructed her identity as an English teacher, but also explored identities as a student inspirer, and a peer mentor. These identities exploration and construction were primarily driven by her increased cultural and social capital, despite facing challenges such as high-stakes test policies, native-speakerism ideology, institutional requirements, and limited resources.

Future research incorporating triangulating data such as interviews, and classroom observations, would provide a more comprehensive understanding of English teachers’ identities, and investment in GE. Besides, the findings of this study are primarily from one teacher, they may not fully represent the broader population of English teachers in China.

The findings have several implications for English teaching and teacher education. First, elementary schools, the lower grades of middle schools (grades 7 and 8), or the after-school programs may have opportunities for teachers to integrate GE in teaching. Second, teacher education programs should be designed to provide more chances that enable student teachers to invest in their learning and teaching of GE. Third, proposals for incorporating GE practices in the classroom must adopt a critical perspective, so as to to expose, deconstruct, and reconstruct power dynamics that influence teachers’ investment in GE.

The originality of this study lies in its exploration of English teachers’ investment of GE in their teaching, and the impact of this investment on their identities as English teachers. By investigating these aspects, the study addresses the research gaps in English teachers’ practice of integration of GE in mainstream ELT curricula and provides insights on how to encourage English teachers to incorporate a GE-aware perspective in their teaching.