ABSTRACT
The change of the status of English from a single entity to plural Englishes has implications in language teaching pedagogy. Therefore, monolingual norms are no longer the beacon, and teaching methods and materials need to go hand in hand with this change. This chapter aims to raise awareness of the newborn varieties of English and create a balance between local and global varieties. It questions the monolingual paradigm of teaching English and calls for a new paradigm that demonstrates awareness and integrates the varieties of English. The chapter suggests a lesson plan to bridge the mismatch between the actual forms of English and teaching pedagogy and to prepare learners for intercultural communication.
