The plurality of English in Global Englishes

Abstract

This response to Christine Tardy’s paper affirms the value of Global Englishes (GE) and Global Englishes Language Teaching (GELT) for multilingual writing while arguing that effective implementation requires an explicit ideological stance on English plurality within GE. Drawing on frameworks between World Englishes (WE) and translingualism, and on the homogenizing tendencies of GenAI, this response paper contends that teachers need guidance for when to preserve, adapt, or normalize linguistic features. Building on Tardy’s “why” and “what,” this paper focuses on “how”: calling for clarifying English plurality within GE to inform instruction, assessment, and calibrated GenAI use, thereby fostering inclusive, rhetorically responsive, and transparent classroom ecologies.