Abstract
ABSTRACT: As the status of English as a world language changes, and as the number of users of English grows, it is important to move beyond the traditional limits of language pedagogy and the assumption that all learners of English desire to speak British, American, Canadian, Australian, or New Zealand English. Just as it is necessary to move beyond methods in our language education programs, it is necessary to move beyond what Kachru 1988 terms ‘Inner Circle’ varieties of English as the only varieties to be explored in pedagogical settings. At the present time, little information about the roles and functions of English as a world language is presented in many TESOL preparatory programs (Vavrus, 1991), and little information in provided in three of the most popular methodology texts (Brown, 1993). It is the intention of this paper to identify the primary reasons a world Englishes perspective should be infused into the TESOL preparatory curriculum, to discuss the status of current research in world Englishes, to examine what a world Englishes perspective can contribute to language pedagogy, and to provide a bibliography of resources for teacher educators who wish to build such a perspective into their courses.
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