“…In the globalized contexts in which varieties of different Englishes and cultures are in constant contact, there are increasing tensions between the use of idealized “standard English” and other Englishes in English teaching, for example, between British English and Pakistani English in Pakistani schools (Mahboob & Talaat, ), Ghanaian English in Ghanaian schools (Wu & VanderBroek, ), and Singaporean English in Singaporean schools (Rubdy, ). The emergence of other varieties of English, such as China/Chinese English (Yun, ), Korea/Korean English (K. Park, ), and Japan/Japanese English (Takeshita, ), suggests growing user awareness and recognition of the existence and legitimacy of local English varieties and cultures that are increasingly being used for intercultural communications (Murata & Jenkins, ).…”