Conceptual Analysis of “World English” and its Implementation in English Language Teaching
DOI:
https://doi.org/10.53032/tvcr/2024.v6n3.02Keywords:
Universalism, ELT, Language, Linguistic norms, Language ownership, Global English, Worls EnglishAbstract
The concept of “World English” encompasses the diverse forms of English spoken and used globally, transcending ownership by any single group or nation. While the notion of “World English” has gained widespread acceptance, its broader implications are often overlooked. For language teachers, these implications could soon have significant effects on instructional practices and pedagogical priorities. As World English gains prominence, traditional native English varieties may gradually lose their centrality in English Language Teaching (ELT). This paper explores the potential shifts within ELT, including the redefinition of linguistic norms, the adaptation of teaching materials, and the reorientation of teacher training to reflect the evolving global landscape of English. Ultimately, the rise of World English challenges long-standing perceptions of language ownership and sets the stage for transformative changes in how English is taught and learned worldwide.
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