Indian English also features code-switching and code-mixing where Hindi and English are used interchangeably in dialogue either in the same sentence or in a reply (Jenkins 153). With nearly twice the number of Indian English speakers in India as Great Britain (Rapid Intelligence), the question arises as to whether Indian English could be learnt and taught as a World English. .
Other politically-driven educational policies have grown out of misguided beliefs of governments about local languages as obstacles to national unity as well as the belief that a uniform language could create national cohesiveness (Jenkins 162). This has encouraged teachers to prioritize the teaching of an Inner Circle English over a local variant or other mother tongues and its retention as the official state language (such as in India and other former colonies) despite decolonization (Jenkins 151-152). The result is that English learners could possibly face the eventual loss of their regional/tribal language (Jenkins 160). Or these learners may eventually acknowledge the existence of a local English variety but reject it as a target variety they aspire to acquire. One such example is Hong Kong English (Jenkins 155).
A second issue which I feel greatly impacts the teaching and learning of English in the world is the debate over the advantage of learning English from a native English Speaker against learning it from a local teacher. Some hold the perception that native-speakers from Inner Circle countries make better teachers of English than non-native speakers from Outer Circle countries (Jenkins 164). Others cite pedagogical competence and prior experience as an L2 English learner would make a person a better English teacher (Jenkins 120). .
One argument in favour of learning English from a native-speaker is that the native-speaker has 'radically different internalizations' so they would 'differ in judgments of the grammatical correctness of sentences' from non-native speakers (Jenkins 67).