Equity or Equality: Outer and Expanding Circle Teachers' Awareness of and Attitudes towards World Englishes and International Proficiency Tests

Autor/in	Monfared, Abbas
Titel	Equity or Equality: Outer and Expanding Circle Teachers' Awareness of and Attitudes towards World Englishes and International Proficiency Tests
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 10, S.922-934 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Monfared, Abbas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1783542
Schlagwörter	Language Teachers; Teacher Attitudes; English (Second Language); Language Variation; Second Language Learning; Second Language Instruction; Language Tests; Linguistic Theory; Metalinguistics; Standards; Teaching Methods; Language Proficiency; Culture Fair Tests; International Assessment; High Stakes Tests; Language Attitudes; Likert Scales; Teacher Characteristics; Test of English as a Foreign Language; International English Language Testing System + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachenvielfalt; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Linguistische Theorie; Metalanguage; Metasprache; Standard; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Sprachverhalten; Likert-Skala; Language tests; Englisch
Abstract	This paper investigates the attitudes of 246 English teachers from Outer and Expanding Circles (EC and OC) towards the global spread of English and the challenges underpinning international proficiency tests. Using a questionnaire, supplemented with interviews with a smaller group of teachers, this study explores how EC and OC teachers perceive the relevance of World Englishes (WE) to the international tests like the TOEFL and IELTS and what implications their views have in English language teaching. Using quantitative and qualitative research instruments, the results of the study show a theory-practice gap in the views of the participants. While the majority of the participants were in favour of WE in theory, they were actually against the acceptance of WE norms in the international proficiency tests for different reasons such as their concerns for standards in language testing, equality, test fairness and test-takers' tendency toward international tests. The results of this study indicate that, together with supporting different varieties of English, it is important to find ways to raise awareness of teachers and learners of the existence of diversity in the landscape of English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01