ABSTRACT
This chapter examines the pedagogical implications of Global Englishes research, which raises questions regarding which norms to apply, how competence should be defined, who should teach the language and how successful communication is achieved in plurilingual encounters. Today, English is a language used for diverse communicative purposes in a variety of contexts. Studies positioned within the fields of World Englishes (WE), English as a lingua franca (ELF), English as an international language (EIL) and Translanguaging showcase how the language functions today, highlighting the pluricentricity of English, its global ownership and how it is very different to the 'native' form taught in the ELT classroom. More complex innovations encounter more problems, and it is clear that Global Englishes Language Teaching (GELT) requires a major shift in thinking. A number of barriers to instigating this paradigm shift have been identified, including testing, teacher education, a lack of materials, teacher recruitment practices and the aforementioned attachment to 'standard' English.
