Global Englishes in Pakistani ESL classrooms: Moving beyond Standard English to Promote Creativity and Encourage Communication

Abstract

This study explores the application of the Global Englishes Language Teaching (GELT) approach in Pakistani ESL classrooms as a response to the dominance of Standard English norms. Drawing on relevant pedagogical and psychological literature, the article examines how recognizing diverse English varieties can promote creativity and encourage meaningful classroom communication. The study argues that GELT offers an alternative to traditional English language teaching practices in Pakistan by reframing linguistic errors as communicative resources and enhancing learner agency. Through a critical synthesis of interdisciplinary research, the article demonstrates how learner-centred and flexible approaches to second language acquisition can reduce language anxiety and increase learners’ willingness to communicate in English. The findings suggest that embracing Global Englishes supports not only linguistic development but also learners’ emotional well-being and confidence in multilingual classroom settings. The study offers practical implications for English language teachers, curriculum developers, and policymakers seeking inclusive and context-sensitive ELT practices in Pakistan.