ABSTRACT

This chapter discusses the term pedagogical inquiry to refer to any empirical research conducted that directly impacts students, teachers, and classroom practice, while also informing future pedagogical discussion. It describes the terms English as international language and English as a lingua franca over world Englishes, as either one of these two paradigms tends to be the emphasis of pedagogical volumes on World Englishes (WE) learning and teaching. The chapter deals with an overview of themes common to pedagogical inquiry in WE before transitioning into methodologies commonly employed. It explores critique three studies that characterise three of these methodologies: corpus, questionnaire, and ethnographic tools. The chapter suggests that methodological considerations in future pedagogical inquiry, recommending three volumes for further reading, and providing a timeline of previous WE studies focused on pedagogical inquiry. Both quantitative and qualitative questionnaire data indicated that the instructional activities helped improve the participants’ perceptions of WE usage.