ABSTRACT
With the development of corpora of different World Englishes, initial studies tended to be more theoretical, focusing first on providing descriptions of features of the New English, and later, on variation within the New English. This chapter focuses on Indian English, a variety that has been extensively studied. Specifically, I investigate whether there is agreement among language teaching practitioners from India about the acceptability of Indian English syntactic structures in their students’ written and spoken academic English. This is followed by a discussion of the broader pedagogical and social implications of using Indian English as a norm-providing model, even in English as a second language contexts like India.
