Global Englishes and CLT: Rethinking Innovation for Local ESL Classrooms

Abstract

This study critically examines how Communicative Language Teaching (CLT) can be innovated to reflect the realities of Global Englishes in ESL (English as a Second Language) classrooms. The aim is to identify practical strategies for integrating linguistic diversity into CLT and to assess the challenges and opportunities this integration presents. Using a conceptual and literature-based methodology, the research synthesizes key works on Global Englishes and CLT to evaluate current practices and propose directions for reform. The findings indicate a growing trend toward incorporating diverse English varieties and intercultural communication strategies within CLT frameworks. However, significant barriers persist, including entrenched native-speaker norms, institutional constraints, and limited teacher preparation. The study concludes that effective integration of Global Englishes into CLT requires flexible curricula, targeted teacher development, and supportive policy changes. These insights contribute to the ongoing discourse on equitable and relevant English language education, highlighting the need for context-sensitive approaches that empower learners in a globalized world.