World Englishes – Empowering English Speakers Through Diversification in TESOL Classrooms

Proficiency in English language today doesn’t depend on the way language is taught or spoken in classrooms but on creativity and productivity of its diverse teachers and learners. Non-native speakers outnumber native speakers today calling for promoting equity and the concept of World Englishes through respecting diversification in language classes. English language teachers and learners often face discrimination, disrespect and condescension which can be a strong deterring factor obstructing the language learning process. However, the larger picture is changing, and today we have a new nomenclature for non-native teachers - Multilingual Professionals. To improve the linguistic and literary creativity in English classrooms, language teaching needs a new rhetoric approach that of respecting diversity in tones and accents of its learners and teachers both. English needs a paradigm shift as far as language learning and teaching is concerned because the need today is to address the diverse socio-linguistic aspects of its learners. There’s a need for collaborative approaches to promote a stronger foundation of mutual respect, effective communication and interaction in TESOL classrooms. We have to get rid of the habit of hearing with one’s eyes if linguistic creativity and productivity is to be promoted. The racist concept of native speakerism needs to be dismantled. A pluralistic view in daily pedagogical approaches and beliefs while introducing texts from varied socio-linguistic backgrounds will help improve productivity in classes. Mutual intelligibility and not accent should be the key to language learning in TESOL classrooms. It’s essential that intelligibility rather than accent and pronunciation be promoted to encourage mutual interaction in TESOL classrooms

کلیدواژه ها:

Native English-speaking teachers ، Non-native English speaking teachers ، World Englishes ، Multi-linguals