TEACHING WORLD ENGLISHES IN THE POSTCOLONIAL WORLD: A CASE STUDY OF PAKISTAN

This paper addresses the global challenges of teaching World Englishes in the postcolonial context, focusing on the marginalization of local languages due to the dominant influence of English in Pakistan. The paper explores practical strategies for teaching English critically within the Pakistani classroom. English language educators can enhance their teaching by integrating critical thinking and incorporating local languages and cultural concepts into the prescribed curriculum. Utilizing an action research methodology, the three researchers collaborated on their classroom activities and proposed recommendations for implementing critical pedagogy in English language instruction. This pedagogical framework aims to empower English language teachers to promote discussions that incorporate elements from vernacular languages within their English language classrooms.