ABSTRACT
Recent years have witnessed a proliferation of discussions around the importance of aligning the English language teaching practices with the changing sociolinguistic realities of our superdiverse world. Looking at these issues through a Global Englishes lens, scholars underscored the need and importance of revisiting and reconceptualizing well-established methodological approaches and instructional materials. Departing from this premise, we offer insights into how the Global Englishes paradigm serves as a comprehensive framework in developing a new approach to the existing methodological approaches and instructional materials. We also present a set of directions in developing a language Global Englishes-oriented knowledge base that supports teachers to critically assess and redesign methodological approaches, choices, and decisions in the English classroom and instructional materials used therein. We argue the importance of exposing to learners to diverse uses, users, functions, and contexts of Englishes, equipping them with strategies to successfully navigate glocal encounters with ethnolinguistically diverse users of English, sustaining a paradigmatic break from idealized native speaker norms in instruction and instructional materials, emphasizing multilingual/multicultural characteristics of English language use, establishing references to and activities on various cultures and utilizing classroom as a translingual space.
