Abstract
With the global spread of English, research in World Englishes (WE) has burgeoned in the past two decades. Its concepts have been taken up by researchers in Teaching English to Speakers of Other Languages (TESOL) to question 'native-speakerism' (Holliday, 2005, 2006) in English instruction. However, the implications of this theoretical discussion have so far yet to be realized in EFL classrooms, where teachers and learners alike still largely submit to native-speaker norms. This study therefore aims to examine how discussions of power, politics, and the spread of Englishes might influence students' perceptions of English and their experiences of learning and using English. The analysis focuses on papers written by students enrolled in a semester-long WE course, and demonstrates the value of bringing WE into English curriculums to help students become critical learners and confident users of English today. © 2014 Cambridge University Press.