Teaching English as an international language: A WE-informed paradigm for English language teaching

Abstract

One word that describes the sociolinguistic landscape of the English language today is “messy.” The geographical spread of English has resulted in the emergence of new varieties of English – or Englishes – that reflect and serve the communicative needs of local users more effectively than dominant forms of English. The spread also has resulted in broader and more complicated definitions of the English speaker and the English-speaking culture. English speakers today are quite heterogeneous and diverse; they come from diverse linguistic, cultural and educational backgrounds. They have learned English in different ways and for different purposes from traditional English users. The cultural assumptions and frames of reference they bring to the table are equally diverse and often unpredictable. Their own variety of English may be the only language they know or it may be part of their larger linguistic repertoire. They may live in English-dominant contexts or contexts where English co-exists with other languages. Or they may transcend various communities where English may be used differently and to varying degrees.