Learning English in macro-acquisition (Brutt-Griffler, 2002) like in Korea has several different implications from individual language acquisition. The acquisition processes result in a unique variety of English generally caused by the base language and the culture. The process generally occurs without much direct cultural contact with target language speakers and culture. The process runs top-to-bottom. In other words, the contents of instruction are selected and the methods of teaching are determined by experts on the policy decision-level. The unique variety of English carries functions of language as both identity marker and tool of communication. As an identity marker people will be using English to make themselves stand out from other varieties of English speakers. For a tool of communication people will keep English from becoming a separate language and unusable in communication because it has deviated so far away to the point where it's not intelligible any more. These centrifugal and centripetal forces are always in working for any speech community.   

   This presentation will review the different varieties of English and look into the reality of world Englishes. It will collect a dozen different varieties of English and survey the grammatical structures of these varieties to explore commonalities of these varieties and seek a possibility of descriptive common English core rather than prescriptive, imposing and imperialistic English as a given common core. Teachers and students need to be informed of different varieties of English extant today. Awareness of the phenomenon of localization of English resulted by macro-acquisition can be achieved through dissemination of information, and success of English learning should be evaluated by whether or not our local variety English has been learned by students, rather than how close our students' English is to AAE (Anglo-American English).