The World English(es) and linguistic diversity in the English language class proposal of a didactic activity

Due to the process of colonization of the British Empire and the current economic and cultural impact of the United States, it is not difficult to find discourses that associate the English language exclusively with these people. However, with globalization and technological advances, authors such as Crystal (2003) argue that the English language is currently a global language, since it has a prominent role around the world, including in the educational environment. Nonetheless, such a reach of the English language does not make it, in fact, conceived as a language of all, which may even influence the learning of English as an additional language. In such manner, we find the World English(es) (BOLTON, 2006; RAJAGOPALAN, 2005), perspective that promotes a plural conception of the English language, providing a vision of this language according to a perspective of multiplicity. Thus, the aim of this article is to discuss how the World English(es) can be a tool in the dissemination of linguistic diversity in the English class. In addition, a didactic activity of English teaching will be presented, formulated through the content-based approach (LEFFA, 2016), based on the prism of the World English(es) and linguistic plurality