Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Teaching English: a transition from a monolithic to a
pluricentric approach
Zarrina SALIEVA
1
, Nasir Ahmad TAYID
2
, Abdul Bari RAHMANY
3
Samarkand State Institute of Foreign Languages
Kandahar University
ARTICLE INFO
ABSTRACT
Article history:
Received December 2024
Received in revised form
10 January 2024
Accepted 25 January 2024
Available online
25 February 2025
This article explores the shift from the traditional monolithic
approach to a more inclusive pluricentric approach in English
language teaching (ELT). Historically, English language instruction
was centered around native-speaker norms, primarily those of
British and American English, often disregarding the global
diversity of English. In contrast, the pluricentric approach
recognizes English as a multifaceted, evolving language shaped by
the cultural and linguistic contexts of its speakers worldwide.
The article outlines the historical development of ELT,
highlighting the impact of colonialism and the global spread of
English, which led to the emergence of World Englishes, English as
international Language, and English as a Lingua Franca. It
discusses various models of the pluricentric approach, and
explains how they provide greater flexibility and opportunities for
learners to use English in diverse, real-world contexts. While the
pluricentric approach offers numerous advantages, such as
fostering intercultural competence and empowering non-native
speakers, it also presents challenges related to teacher training,
resistance to non-native varieties, standardization, and
assessment practices. Ultimately, the article argues that the
pluricentric approach presents a more inclusive and realistic
framework for teaching English, one that aligns with the global
realities of language use and provides learners with the tools to
communicate effectively across cultural and linguistic boundaries.
2181-3701/© 2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol3-iss2
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
Pluricentric approach,
English language teaching,
World Englishes,
English as a Lingua Franca,
English as International
Language.
1
PhD, Associate Professor, Department of Translation Theory and Practice, Samarkand State Institute of Foreign
Languages. Samarkand, Uzbekistan. E-mail: zarrinasalieva777@gmail.com
2
Senior Teaching Assistant Kandahar University, Department of Pashto Language and Literature. Kandahar,
Afghanistan. E-mail: Nasirahmadtayid@gmail.com
3
Senior Teaching Assistant Kandahar University, Department of English Language and Literature. Kandahar,
Afghanistan. E-mail: abdulbarirahmany@gmail.com
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
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Ingliz tilini o‘qitish: monolit yondashuvdan pluritsentrik
yondashuv sari
ANNOTATSIYA
Kalit so‘zlar:
pluritsentrik yondashuv,
ingliz tilini o‘qitish,
jahon ingliz tillari,
ingliz tili lingva franka
sifatida,
xalqaro ingliz tili.
Ushbu maqola ingliz tilini o‘qitishda (ELT) an’anaviy monolit
yondashuvdan
ko‘proq
inklyuziv,
ko‘p
(pluritsentrik)
yondashuvga o‘tish masalasini ko‘rib chiqadi. Tarixan, ingliz
tilini o‘rgatish ona tilida so‘zlashuvchilarning me’yorlariga,
xususan, Britaniya va Amerika ingliz tiliga asoslangan bo‘lib,
ko‘pincha tilning global xilma-xilligiga yetarlicha e’tibor
qaratilmagan. Biroq, pluritsentrik yondashuv ingliz tilini butun
dunyo bo‘ylab turli madaniy va lingvistik kontekstlarda
rivojlanayotgan, ko‘p qirrali til sifatida e’tirof etadi.
Maqolada ingliz tilini o‘qitishning tarixiy rivojlanishi,
mustamlakachilikning ta’siri va ingliz tilining global tarqalishi
muhokama qilinadi. Bu jarayon natijasida ingliz tili xalqaro
aloqa vositasi hamda lingva franka sifatida jahon miqyosida
muhim o‘rin egalladi. Shuningdek, maqolada pluritsentrik
yondashuvning turli modellari ko‘rib chiqilib, bu yondashuv
o‘quvchilarga turli real dunyo kontekstlarida ingliz tilidan
foydalanish uchun ko‘proq moslashuvchanlik va imkoniyatlar
taqdim
etishi
tushuntiriladi.
Pluritsentrik
yondashuv
madaniyatlararo kompetensiyani rivojlantirish va ona tilida
so‘zlashmaydigan o‘quvchilarning imkoniyatlarini kengaytirish
kabi muhim afzalliklarga ega. Shunga qaramay, ushbu
yondashuv o‘qituvchilarni tayyorlash, mahalliy bo‘lmagan ingliz
tilining variantlariga qarshilik, standartlashtirish va baholash
tizimi bilan bog‘liq qiyinchiliklarga duch keladi. Xulosa sifatida
maqolada pluritsentrik yondashuv ingliz tilini o‘qitish
jarayonini yanada inklyuziv va realistik asosga ko‘chirishga
xizmat qilishi ta’kidlanadi. Bu yondashuv ingliz tilidan
foydalanishning global voqeliklariga mos kelib, o‘quvchilarga
turli madaniy va lingvistik muhitlarda samarali muloqot qilish
uchun zarur bo‘lgan vositalarni taqdim etadi.
Преподавание английского языка: переход от
монолитного к плюрицентрическому подходу
АННОТАЦИЯ
Ключевые слова:
плюрицентрический
подход,
преподавание
английского языка,
Английские языки мира,
английский как лингва
франка,
английский как
международный язык
В данной статье рассматривается переход от
традиционного
монолитного
подхода
к
более
инклюзивному
плюрицентрическому
подходу
в
преподавании английского языка (ELT). Исторически
преподавание английского языка было сосредоточено на
нормах носителей, в первую очередь британского и
американского, при этом часто игнорировалось глобальное
разнообразие этого языка. Плюрицентрический подход,
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue –2 (2025) / ISSN 2181-3701
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напротив, признаёт английский как многогранный и
развивающийся язык, формирующийся под влиянием
культурных и языковых контекстов его носителей по
всему миру.
В
статье
описывается
историческое
развитие
преподавания английского языка, подчёркивается влияние
колониализма и глобальное распространение, приведшее к
появлению английского как международного языка и
лингва франка. Рассматриваются различные модели
плюрицентрического подхода и объясняется, как они
обеспечивают большую гибкость и возможности для
учащихся
использовать
английский
в
реальных
коммуникационных
ситуациях.
Несмотря
на
многочисленные преимущества, такие как развитие
межкультурной компетенции и расширение возможностей
неродных носителей языка, плюрицентрический подход
сталкивается с проблемами, связанными с подготовкой
преподавателей,
сопротивлением
неродным
разновидностям, стандартизацией и оценкой. В итоге
авторы утверждают, что плюрицентрический подход
представляет собой более инклюзивную и реалистичную
основу для преподавания английского, соответствующую
глобальным
реалиям
использования
языка,
и
предоставляет учащимся инструменты для эффективного
общения в различных культурных и языковых средах.
INTRODUCTION
English language teaching (ELT) has evolved significantly over the past century. In
the early 20th century, the dominant model of language teaching was based on a
monolithic approach, where the focus was primarily on a single, standardized version of
the language. This approach assumed that a uniform language was essential for effective
communication and international understanding (Crystal, 2003; Richards & Rodgers,
2014). The methodology was largely rooted in structuralist theories of language and was
heavily influenced by the direct method of language teaching, which emphasized
speaking and listening over grammar or translation (Richards & Rodgers, 2014). During
this period, English teaching focused on producing "native-like" speakers, often modeled
after the language standards of the United Kingdom or the United States (Clyne, 1992).
However, as the global use of English expanded, particularly with the rise of World
Englishes and the increasing use of English in countries outside of the traditional
Anglophone world, the monolithic approach began to be questioned. By the late 20th
century, scholars and educators began advocating for a more inclusive and flexible
approach, one that acknowledged the diverse ways in which English was spoken and
used across different regions and cultures (Gerhard, 1992; Xie, 2014). This shift towards
embracing the diversity of English use around the world led to the development of the
pluricentric approach, which recognizes the legitimacy of multiple English varieties and
their role in shaping language learning and communication (Sharifian, 2014).
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и лингводидактика – Foreign Linguistics and Linguodidactics
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The pluricentric approach to language teaching gained traction with the growing
recognition that English, as a global lingua franca, is spoken in many different ways, often
influenced by local languages, cultures, and social contexts (Hutz, 2022). As Kachru
(1992) argued in his model of the three circles of English, the language cannot be reduced
to one standardized form, as it exists in multiple forms that each serve different
communicative purposes. This model divides the global spread of English into three
concentric circles: the Inner Circle (where English is the native language, such as in the
UK, US, and Canada), the Outer Circle (where English is a second language,
institutionalized in countries like India, Nigeria, and Singapore), and the Expanding Circle
(where English is learned as a foreign language, as in countries like China and Japan).
This framework illustrates the shifting perspectives on English, from a single language
norm to a pluricentric phenomenon with regional varieties that each have their own
validity and significance (Clyne, 1992; Kachru, 1992).
The move from a monolithic to a pluricentric approach has far-reaching
implications for language teaching. It reflects the growing importance of linguistic
diversity in education and acknowledges the need for language learners to engage with
English in its various global forms. This article will explore the historical development of
English language teaching, analyze the shift from the monolithic to the pluricentric
approach, and discuss the pedagogical implications of embracing multiple varieties of
English in contemporary ELT.
Evolution of ELT
English language teaching (ELT) can trace its roots to the colonial era, where it
began as a tool of imperial control and cultural dissemination. During the 18th and 19th
centuries, as the British Empire expanded, English became the language of
administration, education, and trade in many parts of the world, particularly in colonies
across Africa, Asia, and the Caribbean (Crystal, 2003). In these regions, English was
primarily taught as a means of control, designed to enable the colonized populations to
interact with their colonial rulers and their institutions (Clyne, 1992).
The teaching of English during the colonial period was closely tied to the native-
speaker norm – the English spoken by those in Britain and other Western countries was
considered the standard, and learners were expected to emulate this language model. This
period contributed to the establishment of a monolithic approach to language teaching,
which assumed that there was one "correct" version of English that all learners should
aspire to speak. English was often seen as the symbol of social and educational advancement,
and mastering it became a pathway to success in the colonial system (Xie, 2014).
After the decolonization period, during the mid-20th century, the role of English
began to change. The United States, as a global superpower, took over the role of the English
language's main promoter. English was now seen not just as a colonial language but as an
international language of diplomacy, business, science, and technology (Hutz, 2022). The rise
of the Cold War and globalization further solidified English's place as the global lingua
franca. During this time, ELT became institutionalized as a key educational practice in non-
English-speaking countries, especially in the Expanding Circle (Kachru, 1992).
The spread of World Englishes marked the next evolution in ELT. As English began
to be used in various countries as a second or foreign language, the monolithic view of
English was increasingly questioned. Linguists began to recognize the existence of
multiple varieties of English, each shaped by local languages, cultures, and
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
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communicative needs (Gerhard, 1992). Scholars such as Kachru (1992) argued that the
spread of English around the world should be viewed as a dynamic process, with English
being shaped by the countries where it was spoken and used. This led to the pluricentric
approach, which advocates for recognizing and teaching the diverse forms of English that
exist today (Sharifian, 2014).
In the current era, English as a lingua franca (ELF) has become the dominant
model of English usage, especially in international communication. This term describes
the use of English by non-native speakers across the world to communicate for purposes
such as business, travel, academic exchange, and diplomacy (Nguyen, 2024). ELF does
not adhere to the norms of any single English variety but rather draws on features from
various varieties of English, focusing on effective communication rather than native-
speaker norms (Mourchid et al., 2023).
Today, ELT no longer revolves around emulating native-speaker norms. Instead,
it emphasizes communicative competence, the ability to use English effectively in a
variety of social contexts, regardless of the specific variety being used (Wide et al., 2021).
This shift reflects the growing recognition that English is a tool for communication in a
globalized world, where its use is shaped by the diverse linguistic and cultural
backgrounds of its speakers. As a result, the pluricentric approach is gaining ground in
language teaching, encouraging learners to engage with the language as it exists in its
many forms around the world.
Models of the Pluricentric Approach
The evolution of English language teaching (ELT) in the context of global
communication has given rise to multiple models of English, all of which align with the
pluricentric approach. These models–English as an International Language (EIL), World
Englishes (WEs), and English as a Lingua Franca (ELF)–emphasize the diversity of
English use and the need to recognize various local adaptations and varieties of the
language. They emerged as a response to the limitations of the monolithic model of
teaching English, which idealized native-speaker norms, and reflect the shifting global
status of English.
English as an International Language (EIL).
The concept of English as an
International Language (EIL) refers to the recognition of English as a common medium of
communication between people from different linguistic and cultural backgrounds
(Crystal, 2003). EIL is characterized by its widespread use in a variety of international
contexts, including business, politics, science, and academia. One of the main
justifications for this model is the increasing globalization of communication and the
necessity for a shared language that transcends national and linguistic boundaries
(McKay, 2002).
EIL emerged as a result of the historical spread of English due to the dominance of
the British Empire and later the influence of the United States in global affairs. As English
expanded beyond its native speakers, it became clear that the language was used in
diverse ways across the world, each shaped by the local cultural and linguistic contexts
(Clyne, 1992). This model reflects the view that the global role of English necessitates a
pragmatic and inclusive approach, where communication is prioritized over adherence to
native-speaker norms (Kachru, 1992). In this view, non-native speakers of English are
not merely learners but active participants in the global discourse, contributing to the
evolution and diversification of English worldwide (Sharifian, 2014).
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World Englishes.
World Englishes (WEs) is a model that explicitly recognizes the
different varieties of English spoken across the world. It builds on the three circles model
proposed by Kachru (1992), which divides the global use of English into three concentric
circles: the Inner Circle (native speakers), the Outer Circle (second-language users in
post-colonial countries), and the Expanding Circle (foreign-language learners). World
Englishes, therefore, encompasses the full range of English varieties found in different
regions, each with its own grammatical features, pronunciations, and vocabularies,
shaped by local languages and cultures (Kachru, 1992; Clyne, 1992).
The emergence of World Englishes can be attributed to the colonial history of the
English language. As English was spread through colonization, it became deeply
entrenched in various societies and adapted to local conditions, giving rise to new
varieties of the language. The Outer Circle varieties, such as Indian English, Nigerian
English, and Singapore English, reflect this historical process (Clyne, 1992). The rise of
World Englishes as a formal model came as a response to the monolithic approach, which
often placed native-speaker norms of British and American English at the center of
language learning. Instead, World Englishes advocates for a more inclusive and
descriptive approach, which acknowledges that all varieties of English are valid forms of
communication in their own right (Jenkins, 2009).
One of the central ideas in the World Englishes model is linguistic imperialism–the
critique that traditional ELT methodologies often marginalized non-native varieties of
English and ignored the cultural and social contexts in which these varieties were used
(Phillipson, 1992). The World Englishes perspective therefore justifies the inclusion of
diverse Englishes in the curriculum, arguing that learners should be taught to appreciate and
use the forms of English that are most relevant to their local contexts (Matsuda, 2003).
English as a Lingua Franca (ELF).
English as a Lingua Franca (ELF) refers to the
use of English as a common means of communication between speakers who do not
share a native language. In ELF interactions, English is used as a tool to facilitate mutual
understanding, and the focus is on achieving successful communication rather than
adhering to native-speaker norms (Seidlhofer, 2011). This model came into prominence
with the rise of international communication in settings such as business, tourism, and
academia, where speakers from different linguistic backgrounds need a common
language for interaction.
The concept of ELF emerged as a response to the growing recognition that English
was no longer tied to native-speaking countries or native-speaker norms. Instead, ELF
focuses on the functional aspects of communication, with an emphasis on intelligibility,
flexibility, and negotiation of meaning (Jenkins, 2009). It also challenges traditional ELT
practices, which typically emphasize pronunciation, grammar, and vocabulary based on
British or American English (MacKenzie, 2014). ELF recognizes that in many real-world
contexts, English is not used by native speakers but by non-native speakers
communicating with each other, often making adjustments to accommodate their
interlocutors’ language proficiency levels (Seidlhofer, 2011).
One key justification for ELF is the recognition that traditional language teaching
has often been based on idealized models of native-speaker competence, which are
unrealistic for many learners who need English for international communication. ELF,
in contrast, accepts that communication can be successful even when speakers deviate
from standard native-speaker forms, as long as they are able to convey meaning and
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и лингводидактика – Foreign Linguistics and Linguodidactics
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manage misunderstandings effectively (Mauranen, 2012). ELF therefore advocates for
pragmatic competence–the ability to use language in ways that are contextually
appropriate and that achieve communicative goals (Basturkmen, 2014).
Challenges of the Pluricentric Approach to English Language Learning
While the pluricentric approach to English language teaching (ELT) offers a more
inclusive and realistic representation of how English is used globally, it also presents
several challenges that need to be addressed in order to ensure its effective
implementation. These challenges include issues related to teacher training,
standardization, assessment, and ideological resistance to non-native varieties of English.
Below, we explore these challenges in more detail:
1. Teacher Training and Expertise
One of the main challenges of the pluricentric approach is the lack of specialized
teacher training. Traditional ELT models have long prioritized native-speaker varieties,
particularly British and American English. As a result, many English language teachers
are trained primarily to teach these "standard" forms of the language, with limited
exposure to or understanding of the diversity of English used in different global contexts.
In a pluricentric model, teachers must be equipped to handle the diverse varieties
of English that learners encounter, from Indian English to South African English to
Caribbean English. This requires teachers to be not only linguistically proficient in these
varieties but also culturally competent in understanding how language use varies across
different communities (Hutz, 2022). Teacher professional development programs must
therefore be adapted to address these needs, providing teachers with a broader
understanding of World Englishes (WEs) and the teaching strategies required to address
linguistic and cultural diversity in the classroom (Matsuda, 2003).
Additionally, educators must learn to embrace a more flexible, context-driven
approach to English teaching, one that moves away from strict adherence to standardized
native-speaker norms and instead encourages learners to engage with English in ways
that are relevant to their specific contexts. This shift can be difficult for teachers who
have been trained in more traditional, monolingual pedagogical models.
2. Resistance to Non-Native Varieties
Another significant challenge in the pluricentric approach is the ideological
resistance to non-native varieties of English. While English is increasingly seen as a
global lingua franca, certain varieties of English–particularly those spoken in post-
colonial contexts–are still often viewed with linguistic prejudice. For instance, English
spoken in countries like India, Nigeria, or the Philippines may be perceived as "incorrect"
or "inferior" to native-speaker varieties like British or American English (Kachru, 1992).
This bias can manifest in both the classroom and the broader social context. In ELT
settings, there may be reluctance on the part of learners or teachers to accept non-native
varieties of English as legitimate. Learners might feel that their own variety of English is
inferior or less valuable, especially if they are being taught by teachers who emphasize
native-speaker standards (Phillipson, 1992). This ideological resistance can also be seen
in assessment practices, where non-native varieties may not be recognized or
appreciated in exams or proficiency tests.
In order to counteract this resistance, it is crucial for educators to challenge these
ingrained biases and emphasize the legitimacy of all English varieties. Teachers should
work to create an inclusive classroom environment where learners feel empowered to
use the English that is most relevant to their personal, academic, and professional
contexts (Sharifian, 2014).
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3. Standardization and Assessment Issues
The issue of standardization and assessment is another major challenge in the
pluricentric approach. Traditional language assessments, such as the IELTS or TOEFL, are
often designed around native-speaker norms of English, and they typically fail to account
for the rich diversity of Englishes in use globally (McKay, 2002). This can be problematic,
as learners from different linguistic backgrounds may find it difficult to perform well on
these tests if their English aligns more closely with a non-native variety or with English
as a lingua franca (ELF).
In a pluricentric model, assessments must be reimagined to reflect the reality that
there is no single "correct" way to use English. Instead of focusing solely on grammar,
pronunciation, and vocabulary according to native-speaker standards, assessments
should emphasize communicative competence and the ability to use English effectively
across different contexts (Jenkins, 2009). This might involve evaluating a learner's ability
to communicate clearly and appropriately with speakers of different varieties of English,
and assessing their ability to adjust their language use to achieve mutual understanding.
However, the development of such inclusive, context-sensitive assessments
presents logistical challenges. Designing assessments that cater to multiple varieties of
English, while maintaining fairness and reliability, requires a significant overhaul of
traditional testing systems (Mourchid et al., 2023).
4. Curriculum Design and Materials
Incorporating the pluricentric approach into English language curricula presents
its own set of challenges. Traditional ELT materials–such as textbooks, grammar guides,
and audio-visual resources–are often heavily skewed toward native-speaker varieties,
particularly British or American English. These materials tend to ignore the diverse
regional and social variations of English that learners may encounter in real-world
communication (Tizzano & Rauer, 2019).
For example, grammar books might teach Standard British English or General
American English as the "correct" forms, while vocabulary and idioms may be tied to
particular cultural contexts (e.g., the UK or the US), making them less relevant or difficult
to understand for learners from different parts of the world. In order to fully embrace the
pluricentric model, textbook publishers, curriculum developers, and educators need to
create more inclusive materials that present a variety of Englishes, with a focus on
practical communication and cultural understanding rather than rigid standards of
correctness (Marakhovska, 2022).
This is an ongoing challenge because the educational materials industry is often
slow to respond to changes in the sociolinguistic landscape. However, as more learners
around the world use English for cross-cultural communication, the demand for such
inclusive materials is likely to grow.
5. The Complexity of Teaching Varieties of English
Finally, the pluricentric approach requires educators to teach multiple varieties of
English, each with its own set of norms and rules. This complexity can be overwhelming
for teachers who are not familiar with the regional and social variations of English. For
example, the syntactic structures, lexical choices, and pronunciation patterns of Indian
English, Australian English, and Singapore English differ from those of British or
American English, and each of these varieties may be used in different sociocultural
contexts.
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The task of teaching multiple varieties requires both linguistic knowledge and
cultural awareness, which may be beyond the scope of many teachers' expertise
(Clyne, 1992). Moreover, the need to teach these varieties without privileging one over
the others presents a unique pedagogical challenge.
CONCLUSION
The shift from the monolithic approach to a pluricentric approach in English
language teaching represents a critical transformation in the way English is perceived
and taught globally. Embracing the pluricentric model allows for a more inclusive
understanding of English as a dynamic, evolving language that transcends traditional
native-speaker norms. Pedagogically, this shift has significant implications: it requires
educators to move away from the rigid structures of native-speaker centricity and
instead embrace context-sensitive, communicative models of teaching that prioritize
mutual understanding over accuracy in form. Teachers must be trained to navigate the
diverse linguistic and cultural contexts in which English is used and to empower learners
to use English in ways that are relevant to their own lives and environments.
Furthermore, assessments must evolve to reflect the plural nature of English, focusing
less on grammatical perfection and more on communicative competence and the ability
to adjust language according to the needs of specific intercultural interactions.
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1.
Basturkmen, H. (2014).
English as a lingua franca: Implications for ELT and
teacher education
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