ABSTRACT
This chapter begins with a discussion of the limitations of a mono-model approach in English education, found to be largely favoured by a majority of English teachers in South Korea, followed by some suggestions as to how English pedagogy could be amended. It explores the pedagogical implications of the findings and addresses the problems that arise from a mono-model approach in English education. The chapter discusses three suggestions including the implementation of adequate training in World Englishes perspectives for pre-/in-service teachers, the inclusion of models and teachers from Outer and Expanding Circle countries and the emphasis on developing intercultural communication skills. English education may need to place an emphasis on developing South Korean students’ intercultural communicative competence by providing a variety of English models as a way of improving students’ practical English skills. The chapter argues that a poly-model approach based on a World Englishes perspective should be introduced in teacher training.
