Beliefs about English as an International Language (EIL): Voices from Persian-Speaking English Teachers

Autor/inn/en	Tajeddin, Zia; Atai, Mahmood Reza; Pashmforoosh, Roya
Titel	Beliefs about English as an International Language (EIL): Voices from Persian-Speaking English Teachers
Quelle	In: Pedagogies: An International Journal, 15 (2020) 2, S.127-145 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tajeddin, Zia) ORCID (Atai, Mahmood Reza) ORCID (Pashmforoosh, Roya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2019.1684923
Schlagwörter	Language Teachers; Teacher Attitudes; Language Variation; Second Language Learning; Second Language Instruction; English (Second Language); Native Speakers; Standard Spoken Usage; Language Attitudes; Indo European Languages; Preferences; Language Usage; Teaching Methods; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerverhalten; Sprachenvielfalt; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Muttersprachler; Gesprochene Sprache; Umgangssprache; Sprachverhalten; Indoeuropäisch; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	The present study sought to investigate how non-native English-speaking teachers in Iran recognize the legitimacy of different emerging varieties of English and how they perceive native speaker language norms and the linguistic diversity of present-day English use. Participants included 210 teachers of English from the Persian-speaking context, falling within expanding circle countries. Questionnaires and interviews were used to explore these teachers' beliefs about EIL. The findings indicated the teachers' acknowledgment of the ownership of English by both native and non-native speakers and also the legitimacy of non-native varieties of English as long as they are comprehensible. However, contrary to the great significance attributed to different varieties of English and to intelligibility in the use of EIL, the findings revealed that there was a widely shared aspiration among the teachers for native speakers' Standard English rather than World Englishes in language classrooms. They maintained that English language learners should acquire Standard English for perfect communication and avoid non-native English varieties. This mismatch between teachers' recognition of English varieties and their preference for Standard English in classroom instruction evidences the need to assist teachers in re-appraising their prevalent presumptions about native speakerism in their teaching practice and adopting more EIL-aware pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01