فهرست مطالب عباس منفرد

The worldwide spread of English, globalisation and more predisposition towards varieties of English necessitates a paradigm shift towards teaching English as an international language (TEIL) approach to promote multilingualism and embrace multiculturalism. The present study investigates the implementation of TEIL principles in English language teaching (ELT) classes through teacher professional development in the context of Iran. Employing transformative learning (TL) theory by Jarvis (2009), the professional development was implemented to help 88 pre-service English teachers experience disjunctures via a sequence of TL activities. Data from an EIL perception questionnaire complemented by researchers’ field notes and interviews with some teachers reveal that the professional development activities effectively enhanced participants’ understanding of the EIL concept and reshaped their attitudes towards varieties of English. The findings emphasize the importance of incorporating local and international cultural elements in ELT syllabi to facilitate learners’ integration of diverse cultural experiences. Suggestions for more research in the future are proposed along with practical ideas for policy-makers to consider integrating EIL concepts in teacher education.

Drawing on the literature on the emergence of different varieties of English in the globalized world, current debates surrounding English as an international language (EIL), and more orientation towards intelligibility and mutual understanding in international communication, this article reports the findings of a quantitative and qualitative research study with 112 native American and British, 120 Indian and 120 Iranian teachers as members of Inner Circle (IC), Outer Circle (OC) and Expanding Circle (EC) (Kachru, 1992) to explore their attitudes towards pronunciation pedagogy within the framework of English as an international language and how they see their role in relation to different varieties of English. The findings demonstrate the extent to which teachers’ acceptance of pronunciation and varieties of English differs. In particular, the Iranian teachers’ norm-bound orientation was found to be the greatest among the three groups. Native English teachers’ replies were also indicative of their acceptance of different varieties of English. Teachers’ preferences will be discussed with consideration of their attitudes towards varieties of English which might have influenced the construction of English teachers’ identity and the educational policy of each country. The findings also highlight the localization of L2 language planning and policies in an EIL pedagogy. This article argues that, together with encouraging and valuing different varieties of English, it is important to acknowledge and promote ways to raise awareness of teachers and learners towards global spread of English and the realities of English today which can be really helpful to be more realistic and not just blind followers of a particular model.

Communicative Language Teaching (CLT) is advocated by many applied linguists as a common vehicle to curriculum innovation in many ELT contexts. It represents a change of focus in language teaching from linguistic structures to learners’ need for developing communication skills. In recent years, the Iranian Ministry of Education has introduced the development of a new English curriculum for secondary schools with the aim of establishing the use of communicative activities in language classes. The present study was an attempt to investigate Iranian teachers’ perception of CLT principles and practices through a survey of 75 secondary school teachers in the context of the newly introduced English language curriculum developed based on CLT principles. Based on a combination of quantitative and qualitative data using a semi-structured questionnaire supplemented with interviews with a smaller group of teachers, the results of the survey revealed that a change in classroom arrangements is required before CLT can be practiced in secondary school English classes in Iran. The results also showed that the employment of CLT procedures at the local level is at its beginning stages and might take time to take root. The conclusion is that for the suggested changes in the curriculum to be implemented and realized in English education in Iran, the findings of more comprehensive surveys complemented with observation of teachers’ instructional practices is required to inform the change implementation.