International Journal on Integrated Education e-ISSN : 2620 - 3502

p-ISSN : 2615 - 3785

https://journals.researchparks.org/index.php/IJIE

The Importance of World Englishes in Language Education

Amonov Sunatillo Nusratovich

Master degree student of Bukhara State University

Abstract: In the context of teaching, the use of World Englishes has become increasingly
relevant as it allows language teachers to have different approach to language education and a
better understanding of the diverse backgrounds of students. Recognizing and valuing the diverse
linguistic and cultural backgrounds of students is highly important for creating a more effective
and engaging learning environment. Furthermore, understanding varius forms of spoken English
around the world has a strong likelihood to deepen the understanding of the cultures and
societies in which they are spoken.
Keywords: education, linguistic and cultural backgrounds, society, communication, non-native
speakers.
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I. Introduction
The use of World Englishes in language education allows for a more inclusive approach to
teaching. By recognizing and valuing the diverse backgrounds of students, educators can create a
more effective and engaging learning environment. Furthermore, understanding the different
varieties of English spoken around the world can also lead to a deeper understanding of the
cultures and societies in which they are spoken.
One of the main reasons for the importance of World Englishes in language education is that it
allows for a more inclusive approach to teaching. By recognizing and utilizing World Englishes
in the classroom, educators can create a more effective and engaging learning environment for
students who may not speak the standard form of English. This can also help to foster a deeper
understanding of the cultures and societies in which the different varieties of English are spoken.
1

II. Literature review

The recognition of World Englishes in language education is important for promoting inclusivity
and cultural diversity. World Englishes refers to the diverse forms of English spoken around the
world, each with its own unique linguistic features and cultural influences. By recognizing and
valuing these different forms of English, educators can create a more inclusive language-learning
environment for non-native speakers, who may be more comfortable using the forms of English
they are familiar with. Additionally, World Englishes can also provide a window into different
cultures and promote intercultural understanding. Therefore, the inclusion of World Englishes in
language education is essential for promoting linguistic and cultural diversity, as well as
inclusivity in the classroom.
Furthermore, embracing World Englishes in language education can also have practical benefits
for non-native speakers. For example, understanding different forms of English can help learners
navigate communication in different English-speaking regions and settings, such as in
international business or travel. Additionally, recognizing and valuing the linguistic diversity

1
Canagarajah, S. (2006). TESOL Quarterly, 40(1), pp. 183-204.

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International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

within the English language can help to reduce feelings of linguistic insecurity or inferiority
among non-native speakers.
III. Analysis
It is also important to note that World Englishes can also be a valuable resource for native
speakers of English. By learning about the different forms of English spoken around the world,
native speakers can develop a greater understanding and appreciation of the linguistic diversity
within their own language, as well as gain insight into other cultures.
In order to effectively integrate World Englishes into language education, teachers should be
trained in the linguistic and cultural features of different forms of English, and instructional
materials should include examples of World Englishes. Additionally, creating an inclusive
classroom environment where students feel comfortable using the forms of English they are
familiar with is essential.
Recognizing and using World Englishes in language education also allows for a better
understanding of the diverse backgrounds of students. By acknowledging and valuing the
linguistic diversity represented by World Englishes, educators can create a more inclusive and
respectful learning environment for all students. This can also promote cultural awareness and
understanding, which is essential in today's globalized world. 2
The recognition and inclusion of World Englishes in language education can play a significant
role in promoting linguistic and cultural diversity, inclusivity, and practical language skills for
both native and non-native speakers of English. The term World Englishes refers to the diverse
forms of English spoken around the world, each with its own unique linguistic features and
cultural influences. As the use of English continues to spread globally, it becomes increasingly
important to understand and value the diversity within the language. This paper aims to explore
the ways in which understanding World Englishes can foster a deeper understanding of diverse
backgrounds in language education.
Recognizing the diversity within the English language is essential for creating an inclusive
language learning environment for non-native speakers. Many non-native speakers may be more
comfortable using the forms of English they are familiar with, rather than trying to conform to a
single “standard” form of the language. By recognizing and valuing these different forms of
English, educators can create a more inclusive classroom environment where students feel
comfortable expressing themselves in the language they know best. Additionally, World
Englishes can also provide a window into different cultures and promote intercultural
understanding.
Understanding World Englishes can also have practical benefits for non-native speakers. For
example, understanding different forms of English can help learners navigate communication in
different English-speaking regions and settings, such as in international business or travel.
Additionally, recognizing and valuing the linguistic diversity within the English language can
help to reduce feelings of linguistic insecurity or inferiority among non-native speakers.
World Englishes can also be a valuable resource for native speakers of English. By learning
about the different forms of English spoken around the world, native speakers can develop a
greater understanding and appreciation of the linguistic diversity within their own language, as
well as gain insight into other cultures. This can help to promote greater empathy and
understanding of other cultures and perspectives, which is important in a globalized world where
people from diverse backgrounds are increasingly interacting with one another.
In order to effectively integrate World Englishes into language education, teachers should be
trained in the linguistic and cultural features of different forms of English, and instructional

2
Jenkins, J. (2000). The Phonology of English as an International Language. Oxford University Press.

Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 4 | Apr- 2023 | 48
license, visit https://creativecommons.org/licenses/by/4.0/
International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

materials should include examples of World Englishes. Additionally, creating an inclusive

classroom environment where students feel comfortable using the forms of English they are
familiar with is essential. This can be achieved by encouraging students to share their own
linguistic and cultural backgrounds, and by creating opportunities for students to interact with
speakers of other forms of English.
The recognition and inclusion of World Englishes in language education can play a significant
role in fostering a deeper understanding of diverse backgrounds. By recognizing and valuing the
diversity within the English language, educators can create a more inclusive classroom
environment, promote intercultural understanding, and provide practical language skills for both
native and non-native speakers of English. Through the implementation of World Englishes in
language education, we can help to promote linguistic and cultural diversity, inclusivity, and
empathy for people from diverse backgrounds.
IV. Discussion
Understanding and utilizing World Englishes in language education can also lead to improved
communication in global contexts. With the increasing use of English as a global language, it is
essential that educators and students are familiar with the variations and unique features of
World Englishes. This can help to bridge the communication gap between speakers of different
Englishes and promote mutual understanding.3
Professional development: Furthermore, recognizing and understanding World Englishes can
also be beneficial for the professional development of educators. In today's globalized world, it is
important for educators to have a deep understanding of the different varieties of English and
how they are used in different contexts. This can help them to better serve the needs of their
students and also prepare them for work in a diverse and multicultural environment. 4
Professional development is an essential aspect of effectively integrating World Englishes into
language education. As the use of English continues to spread globally, it becomes increasingly
important for educators to understand and value the diversity within the language. Professional
development programs can provide teachers with the training and support they need to
effectively incorporate World Englishes into their instruction and create inclusive classroom
environments that value linguistic and cultural diversity.
One of the key components of professional development for World Englishes in language
education is linguistic and cultural training. This training can help teachers understand the
different grammatical structures, vocabulary, and pronunciation features of different forms of
English, as well as the cultural contexts in which they are used. For example, a study by
Kirkpatrick 5found that training teachers in the linguistic and cultural features of African
Englishes led to improved language instruction and greater cultural understanding among
students.
In addition to linguistic and cultural training, professional development programs should also
provide teachers with pedagogical training on how to effectively incorporate World Englishes
into their instruction. This can include strategies for creating inclusive classroom environments,
as well as activities and materials that can be used to promote intercultural understanding and
linguistic diversity. A study by Fettes and McNellis 6 found that professional development

3
Schneider, E. W. (2007). Postcolonial English: Varieties around the world. Cambridge University Press.
4
Kachru, B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle.
English Language Teaching Journal, 39(2), 84-89.

5
Kirkpatrick, A. (2010). African Englishes in classroom contexts: Implications for teacher education. Journal of
English for Academic Purposes, 9(3), 213-223.
6
Fettes, M., & McNellis, E. (2013). Pedagogy and World Englishes: A Canadian case study. Journal of English as a
Lingua Franca, 2(1), 91-118.
Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 4 | Apr- 2023 | 49
license, visit https://creativecommons.org/licenses/by/4.0/
International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

programs that focused on the pedagogy of World Englishes led to improved teacher confidence
and increased use of World Englishes in the classroom.
Professional development programs should also provide teachers with the opportunity to connect
with other educators who are also interested in World Englishes. This can include professional
networks, online communities, and conferences. These connections can help teachers to stay up-
to-date on the latest research and best practices in the field and to feel supported in their efforts
to integrate World Englishes into their teaching. A study by Lai and Kuo 7found that teachers
who participated in professional development programs that included opportunities for
networking and collaboration reported increased confidence and effectiveness in using World
Englishes in their instruction.
Moreover, Professional development should not be a one-time event, but rather an ongoing
process. Regular in-service training, workshops, and coaching can help teachers continue to
refine their skills and stay current with the latest developments in the field. Additionally,
Reflective practice is a crucial aspect of professional development for World Englishes. This can
include opportunities for self-reflection, peer observation, and feedback from supervisors.
Reflective practice can help teachers to identify areas for improvement and to make adjustments
to their instruction based on student learning outcomes.
Professional development is a crucial aspect of effectively integrating World Englishes into
language education. By providing teachers with linguistic and cultural training, pedagogical
training, opportunities for networking and ongoing support, and reflective practice, professional
development programs can help educators to develop the knowledge, skills, and confidence they
need to effectively incorporate World Englishes into their teaching and create inclusive
classroom environments that value linguistic and cultural diversity.
V. Conclusion
In conclusion, the recognition and inclusion of World Englishes in language education is
important for promoting linguistic and cultural diversity, inclusivity, and practical language
skills for both native and non-native speakers of English. Understanding World Englishes can
help learners navigate communication in different English-speaking regions and settings, as well
as promote intercultural understanding and empathy. Professional development is essential for
teachers to be able to understand and appreciate the diversity of the language, and to integrate
World Englishes into their instruction effectively. By valuing and recognizing the diversity
within the English language, educators can create inclusive classroom environments where
students feel comfortable expressing themselves and where linguistic and cultural diversity is
valued.
References:
1. Kachru, B. (1985). Standards, codification and sociolinguistic realism: The English language
in the outer circle. English Language Teaching Journal, 39(2), 84-89.
2. Jenkins, J. (2000). The Phonology of English as an International Language. Oxford
University Press.
3. Canagarajah, S. (2006). TESOL Quarterly, 40(1), pp. 183-204.
4. Kaplan, R. B. (1990). Cultural thought patterns in intercultural education. In R.B. Kaplan
(Ed.), Annual Review of Applied Linguistics
5. Crystal, D. (2003). English as a Global Language. Cambridge University Press.
6. Schneider, E. W. (2007). Postcolonial English: Varieties around the world. Cambridge
University Press.

7
Lai, C., & Kuo, L. (2015). Teacher professional development for teaching World Englishes: A Taiwanese
perspective. Journal of Multilingual and Multicultural Development, 36(3), 270-285.
Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 4 | Apr- 2023 | 50
license, visit https://creativecommons.org/licenses/by/4.0/
International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

7. Mufwene, S. S. (2008). The ecology of language evolution. Cambridge University Press.

8. Smitherman, G. (2000). Talk that Talk: An Anthology of African American Discourse.
Routledge.
9. Kirkpatrick, A. (2010). African Englishes in classroom contexts: Implications for teacher
education. Journal of English for Academic Purposes, 9(3), 213-223.
10. Fettes, M., & McNellis, E. (2013). Pedagogy and World Englishes: A Canadian case study.
Journal of English as a Lingua Franca, 2(1), 91-118.
11. Lai, C., & Kuo, L. (2015). Teacher professional development for teaching World Englishes:
A Taiwanese perspective. Journal of Multilingual and Multicultural Development, 36(3),
270-285.

Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 4 | Apr- 2023 | 51
license, visit https://creativecommons.org/licenses/by/4.0/