Global Englishes Constructs in Language Teaching: A Review of Facebook Materials

Abstract

The rising paradigm of Global Englishes (GE) was faced with native-speaker norms and the principle of diversity therein called upon global contents when there was the paucity of globally-oriented language materials and typical models hardly meet the future demands of language learners in Pakistan. At the state-level, many varities of Englishes were not on the priority list of legislation. In this scenario, this study was a systematic review of Global Englishes constructs operating in facebook materials. Twenty-five Facebook posts of different Englishes were selected opting judgmental sampling and axial coding was affixed to analyze thematic patterns in data. Findings evinced the function of GE constructs coalesced in facebook material, and this bonding directed to shape comparative cultural topics for GE instruction which was a joint venture limelighting the deep concerns of L2 speakers assailing L1 cultural, social, and economic hegemony Global Englishes-informed instruction was a useful approach to develop linguistic proficiency of students, and facebook materials were a good source to plan diverse Englishes and their constructs for prospective students in Pakistan. American English, British English, New Zealand English, Pakistani English, Thai English, and Indian English were dissected in a review of facebook materials that could be integrated with language teaching. The study was useful in developing an insight into GE constructs to be a source of cross-cultural knowledge helping to nurture multilingual speakers. The synthesis suggested an action plan for Content and Language Integrated Learning (CLIL) in line with inclusivity of GE as a teaching paradigm.