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This article attempts to bring together various strands vital in the study and teaching of Anglophone African literature in an increasingly globalised world, which no longer has the luxury of ignoring the rich literatures from this unique continent often given an unwarranted bad name. It looks beyond the literary-linguistic conundrum to examine how the most can come out of the interpretation and teaching of Anglophone African literatures, primarily drawing on examples from Chinua Achebe's oeuvre. It primarily argues that the increasingly transnational world has heightened the need to study and teach literatures from traditionally non-English contexts in the language, English, that has become a global language--controversies aside--to foster transnational discourse. It also illuminates on intricate issues pertaining to the study and teaching of Anglophone African literatures outside local particularities. [ABSTRACT FROM AUTHOR]