Global Englishes and the pedagogical challenge of developing one’s own voice

Abstract

ABSTRACT The Standard English (SE) preference firmly anchored in many English teachers’ attitudes and practices has been identified as a major problem hindering speaker-learners from developing competence for emancipated Global Englishes (GE) and English as a lingua franca (ELF) communication. The article addresses the issues involved from a social constructivist perspective according to which speaker-learners acquire the language taught by developing their own MY English version in their minds, hearts, and behavior. Orientation and guidance are mediated through their requirements of communicative and communal success and their quest for speaker satisfaction. Critical is not the English taught but what speaker-learners are allowed and encouraged to do with it. Intercultural virtual exchanges enable ELT students of different linguacultural backgrounds to communicate with each other using their English as a pedagogical lingua franca. Communication monitoring and pedagogical mentoring help them develop their own voice. In short, GE/ELF pedagogy meets ELT!