Diversity in unity: an instrumental case study of World Englishes in an academic medical setting

Abstract

This study examines the concept of World Englishes within medical education, highlighting the global reach of English and its culturally diverse variations. Its primary aim is to investigate how medical students from Europe, Africa, and Asia, enrolled in an English-medium program, navigate diverse English varieties and the challenges these pose in academic communication. The authors analyse students’ preferences, perceptions, and difficulties in understanding different dialects, while evaluating broader implications for glottodidactics. The article discusses English as both a lingua franca and a set of regionally distinct varieties, emphasising its role in international healthcare collaboration. It also addresses pedagogical challenges of integrating diverse English varieties into medical curricula and considers the impact of students’ linguistic backgrounds, years of study, and self-confidence on their ability to adapt. These arguments contribute to understanding how exposure to World Englishes shapes linguistic flexibility, cultural competence, and communication effectiveness. An instrumental sociolinguistic case study approach was employed. Data were collected from 122 participants through a questionnaire, analysed using descriptive statistics, Chi-squared (χ²) tests, Pearson’s correlation, and Kruskal–Wallis tests. This framework enabled exploration of correlations between language learning duration, preferred English varieties, self-assessed proficiency, and communication challenges. Findings show that prolonged exposure fosters neutral or mixed dialect usage, reflecting adaptability, whereas less experienced learners favour specific varieties such as British or Indian English. Familiarity with World Englishes correlates positively with favourable perceptions of its relevance, and higher self-confidence aligns with fewer communication difficulties. Native speakers value exposure to multiple dialects, while non-native speakers display more varied attitudes. No significant link was found between continent of origin and grammar or vocabulary difficulties, though pronunciation challenges were more prominent among Asian students. The study demonstrates how linguistic diversity influences academic performance and professional readiness. While limited to one institution, it provides a foundation for further research and practical applications in curriculum design.