ABSTRACT
One major influential factor that prompts new curricular possibilities is the nature of language (Richards, 2013). The dynamic and unusually complex nature of English, observed from the current “messy” sociolinguistic realities of English, has prompted applied linguists to challenge various assumptions that underpin ELT, and urge language educators to orient their curriculum towards the Global Englishes (GE) paradigm. Since such curriculum still remains abstract, this chapter aims to critically revisit some key fundamental questions that guide curriculum development—goals, content, and assessment practices—in light of the GE paradigm.
