Educational sociolinguistics: towards a pedagogical model for teaching Englishes instead of English

The current global status of the English language as a lingua franca has been running several discussions in realm Teaching Foreign Language (TEFL) (ANJOS, 2019; 2017; SIQUEIRA, 2020; DUBOC; 2020). Accordingly, many research works, mostly those Lingua Franca (ELF) (JENKINS, 2009; SCHMITZ, 2012), corroborate need for new orientations TEFL based on native-speaker standards. In this paper, we argue that insertion Educational Sociolinguistics into reveals to be an advantageous pedagogical convergence: As sets framework teaching under variationist perspective (VERHOEVEN, 1997; CREESE, 2010; COAN; FREITAG, 2010), such theoretical is capable triggering shifts once it leads addressing relevant issues related diversity, which contributes inhibiting linguistic discrimination upon non-standard varieties, referred ELF label. By analyzing core concepts and Sociolinguistics, calls EFL teachers teach “Englishes” – not only (standard American or British) English.