Exploring Global Experiences and Perspectives on World Englishes: The Voices from Non-Native English Speakers

Abstract

The purpose of this paper is to increase the awareness of the implication of World Englishes (WEs) for classroom practices and teacher training program policy. The researchers employed a phenomenological approach using semi-structured interviews. All participants defined English not as their native language. This research was a small-scale study involving ten participants from both outer and expanding circle countries with heterogenous educational and professional backgrounds. The originality of this research lies in the phenomenological lens used to explore how individuals from diverse educational and professional backgrounds use WEs in real-life communication. Rather than approaching English from a theoretical perspective, this study anchors its findings in personal narratives, highlighting the shift from traditional, standardized notions of English toward a more inclusive and global understanding of language. The results emphasized inclusivity of Word Englishes, limitations, and the relationship among participants’ voices. In addition, it suggested that textbooks and teaching materials should incorporate different varieties of Englishes. Teachers should present English as a flexible and multicultural tool emphasizing clear communication. Meanwhile, pre-service and in-service teachers training should include sociolinguistic education on global English diversity. This study’s findings have implications for classroom practices in terms of curriculum development and materials, teaching approaches or pedagogy, and teacher training policy.