EMBRACING GLOBAL ENGLISHES IN ASIAN CONTEXT: IMPROVING ENGLISH LANGUAGE INSTRUCTIONS IN MULTICULTURAL SETTINGS

Abstract

The notion of global Englishes is known as an approach recognizing the use of language in different social and cultural contexts, where multiple languages and cultures exist. This conceptual-based paper aims to elaborate the need of integrating global Englishes in language instructions. This paper focuses on how the integration should be implemented in English language instructions in terms of several aspects, including language policy, curriculum, pedagogy, and assessment. The aim of integrating global Englishes in language policy, curriculum, pedagogy, and assessment is to help learners develop awareness of the contexts in which English is used across different sociolinguistic backgrounds. By adopting the paradigm of global Englishes, it is expected that language learners will transform to language users, recognizing their first language as a valuable resource for enhancing their English language skills. Moreover, this paper also sheds on light a common construct related to global Englishes, known as native speakerism. In implementing global Englishes, I believe that the paradigm of native speakerism is no longer relevant, especially for English teachers. Non-native English teachers, in fact, offer advantages which can enhance the process of English language teaching in multicultural settings such. They are able to implement language instructions effectively, provide more detailed information regarding the target language through their native language, anticipates linguistic barriers, and understand the characteristics of learners.