Forging Global Englishes pragmatic competence in the era of artificial intelligence

Abstract

In recent decades, the fields of applied linguistics and language education have encountered a multilingual turn in which both educators and learners are encouraged to address and utilize pragmatic strategies for authentic intercultural communication rather than aiming to adopt native-oriented fixed standards. The incorporation of Global Englishes (GE) pragmatic strategies into English language education (ELE) requires the collaboration of policymakers, language educators, learners, and parents to move beyond language instruction confined to the classroom. To accomplish this, it is essential to overcome both ideological and pedagogical barriers in ELE. This viewpoint essay addresses key issues related to developing GE pragmatic competence in the era of artificial intelligence (AI) by focusing on the following topics: (1) integrating GE pragmatic competence into pedagogy and curricula; (2) rethinking assessment through GE pragmatic competence and AI awareness; (3) recognizing translanguaging as a pragmatic resource for inclusive communication; (4) readdressing locality in intercultural communication; and (5) developing critical AI literacy for GE pragmatic competence. The goals of this viewpoint essay are to raise awareness about the incorporation of GE pragmatic competence in language education within increasingly AI-mediated communication environments and to urge critical perspectives and meaningful changes in pedagogy, policymaking, and assessment in response to the growing influence of AI on communicative practices.