The unprecedented growth and recognition of new world Englishes,
call for English language teaching programs to consider the place
and relevance of the paradigm of World Englishes to the content and
delivery of their curricula. This concern is particularly
compelling in the multi-varietal contexts such as Australia where
speakers from different Kachruvian Circles interact frequently with
one another. Investigating the place and pertinence of World
Englishes in English language teaching in Australia this book
explores the perceptions of English language teachers from
culturally and linguistically diverse backgrounds working in
Australia. Looking at the effect on teachers' confidence when
dealing with different varieties of English, the pedagogical
implications and the causes of varying degrees of perception among
teachers. The author highlights the possible changes that could
take place that would pave the ground for the development of World
Englishes-informed curriculum and pedagogy for English as an
International Language, which would in turn provide opportunities
for learners to develop requisite competencies for intercultural
communication. These are the skills which enable learners to
successfully interact with speakers of various Englishes and
negotiate and navigate with their interlocutors the differing
cultural conceptualisations associated with the varieties of
English during international and intercultural communication. Vital
reading for anyone researching English language teaching or
varieties of English and those teaching English as an international
language anywhere in the world.
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