ABSTRACT
This chapter examines the implications of English language teaching (ELT) within the Global Englishes (GE) paradigm. Echoing B. Kumaravadivelu’s post-method pedagogy, it proposes the teaching of pronunciation for intercultural communication approach of pronunciation teaching based on the wider perspective of interculturally responsive language pedagogy from the GE paradigm that challenges the native standard ideology and native speakerism. Regarding the complexity of attitude and identity, language educators need to re-evaluate the model of pronunciation teaching and the domain of ELT/ teaching English to speakers of other Languages, in general, to better fit the linguistic landscape. The chapter presents a broader picture of pronunciation teaching from a socio-cultural and socio-ecological perspective to challenge a deep-rooted native-oriented model of pronunciation teaching and ELT. Language educators are required to understand heterogeneous teaching contexts and learners’ needs and goals before altering pronunciation instructional approaches or developing any teaching materials.
