Question
What are the implications for language education across the globe of variation in native Englishes?
Answer
The variation in native Englishes has significant implications for language education globally. Recognizing the diversity of English forms, often referred to as “Global Englishes,” challenges traditional native-speaker norms and calls for a more inclusive approach to English language teaching.
Key Implications for Language Education
Promoting Inclusivity and Diversity: Language education should embrace the varied forms of English that reflect unique cultural identities, moving away from privileging standard native-speaker norms. This shift can promote social equity and linguistic diversity (Tran, Tran and Huynh, 2025; Pholying, 2025; Fang and Xu, 2022).
Curriculum and Pedagogy Changes: Integrating diverse English varieties into curricula and enhancing teacher training to include Global Englishes pedagogy can help students develop intercultural competence and communicative skills in global contexts (Pholying, 2025; Blair, 2020; Schreiber and Jansz, 2024).
Rethinking Language Attitudes: Raising awareness of Global Englishes can transform learners’ attitudes, fostering greater tolerance and appreciation for linguistic diversity. This can be achieved through targeted educational programs that highlight the global role of English and its variations (Jindapitak, Teo and Savski, 2022; Jeong, Elgemark and Thorén, 2021; Boonsuk, Ambele and McKinley, 2021).
Addressing Native-Speakerism: Moving away from native-speakerism, which often marginalizes non-native varieties, is crucial. Emphasizing post-native-speakerism allows learners to express their true selves and engage in global communication authentically (Marlina, 2024; Hino, 2021).
Practical Implementation: Language education should incorporate real-world communication practices and diverse accents to prepare students for global interactions. This includes developing listening proficiency and positive attitudes towards speakers with diverse English accents (Jeong, Elgemark and Thorén, 2021; Marlina, 2024).
The variation in native Englishes necessitates a shift in language education towards inclusivity, diversity, and real-world applicability. By embracing Global Englishes, educational systems can better prepare learners for effective communication in a multicultural world, promoting social equity and intercultural understanding.
References
Jindapitak, N., Teo, A., & Savski, K., 2022. The impacts of awareness of global Englishes on learners’ attitudes toward language variation. Electronic Journal of Foreign Language Teaching. https://doi.org/10.56040/jtse1912
Tran, D., Tran, K., & Huynh, N., 2025. Global Englishes: Formation, Development and Implications for English Language Education. EIKI Journal of Effective Teaching Methods. https://doi.org/10.59652/jetm.v3i1.403
Pholying, T., 2025. Embracing Global Englishes in Thailand: Linguistic Diversity and Cultural Integration. Asian Journal of Arts and Culture. https://doi.org/10.48048/ajac.2025.275099
Blair, A., 2020. Global Englishes for Language TeachingHeathRose and NicolaGalloway. Cambridge, England: Cambridge University Press, 2019. Pp xix + 255.. TESOL Quarterly. https://doi.org/10.1002/tesq.586
Schreiber, B., & Jansz, M., 2024. Global Englishes-oriented teacher education: lasting shifts. ELT Journal. https://doi.org/10.1093/elt/ccae027
Jeong, H., Elgemark, A., & Thorén, B., 2021. Swedish Youths as Listeners of Global Englishes Speakers With Diverse Accents: Listener Intelligibility, Listener Comprehensibility, Accentedness Perception, and Accentedness Acceptance. **, 6. https://doi.org/10.3389/feduc.2021.651908
Boonsuk, Y., Ambele, E., & McKinley, J., 2021. Developing awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT. System. https://doi.org/10.1016/J.SYSTEM.2021.102511
Fang, F., & Xu, Y., 2022. Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education. Teaching English as a Second or Foreign Language Journal–TESL-EJ. https://doi.org/10.55593/ej.26103a9
Marlina, R., 2024. “Who says Singlish cannot be used?”: An EIL‐aware teacher professional development course in Singapore. TESOL Journal. https://doi.org/10.1002/tesj.899
Hino, N., 2021. Language education from a post-native-speakerist perspective: The case of English as an international language. Russian Journal of Linguistics, 25, pp. 528-545. https://doi.org/10.22363/2687-0088-2021-25-2-528-545
Eckert, P. 2000. Linguistic Variation as Social Practice: The Linguistic Construction of Identity in Belten High. Malden, MA: Blackwell.
Kachru, Y. 2012. World Englishes and Language Education. In Nero, S.J. (Ed.) Dialects, Englishes, creoles, and education. London: Routledge, pp. 19 -38.
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Stevens, G., 1999. Age at immigration and second language proficiency among foreign-born adults. Language in Society, 28(04), pp.555-578.
Widdowson, H.G., 1994. The ownership of English. TESOL quarterly, 28(2), pp.377-389.
