Implications of World Englishes for SLA Pedagogy with Psycholinguistic Considerations: World Englishes and SLA Pedagogy.

Abstract

The emergence of World Englishes has challenged the traditional notion of English as a monolithic and homogeneous language. This has significant implications for Second Language Acquisition (SLA) pedagogy, particularly in terms of teaching English as an International Language (EIL) and recognizing the diversity of English language learners. In this paper, we review current research on World Englishes and their implications for SLA pedagogy. We argue that SLA pedagogy must embrace the diversity of English language learners, acknowledge the linguistic and cultural variability of English, and promote intercultural communicative competence. Additionally, SLA pedagogy must also incorporate language variation and pragmatics into instruction, and provide opportunities for learners to engage with diverse English language contexts. Ultimately, the pedagogical implications of World Englishes require a shift towards a more flexible and dynamic approach to teaching English, one that recognizes and embraces the diversity of English language learners and contexts.