Attitudes toward World Englishes and World Englishes-informed pedagogies among prospective ELT teachers in Türkiye
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The interactions between English and local languages used in various domains in the globalized world have resulted in several varieties of English and a shift in the ownership of English from native English-speaking to non-native English-speaking countries. English language teaching (ELT) teachers have a crucial role in presenting English varieties in education and recognition of English from a pluralistic perspective. However, in Türkiye, ELT teachers are often unfamiliar with the World Englishes (WE) framework and WE-informed pedagogies. Conducted at the ELT Department of an English medium public university in Türkiye, this study investigated 20 prospective ELT teachers’ attitudes toward WE and their willingness to integrate WE-informed pedagogies in their future classes. The study adopted a mixed-method research approach. Participants were prospective teachers enrolled in World Englishes and Culture course. The data were gathered during the Spring 2024 semester through a questionnaire used as pre- and post-tests, verbal-guise task, a focus group discussion, and written artifacts. Considering Kachru’s model of WE as the theoretical framework, qualitative data were analyzed using an inductive approach through MAXQDA and content analysis, while qualitative data were analyzed by using SPSS (version 26). The study found that participants’ awareness and appreciation of sociolinguistic diversity increased during the course and participants expressed their willingness to integrate WE-informed pedagogies in their future ELT classes. The study suggests WE-informed ELT practices for learners, teachers, and teacher trainers, thus contributing to inclusive ELT classroom dynamics.
World Englishes and Culture course
. The data were gathered during the Spring 2024 semester through a questionnaire used as pre- and post-tests, verbal-guise task, a focus group discussion, and written artifacts. Considering Kachru’s model of WE as the theoretical framework, qualitative data were analyzed using an inductive approach through MAXQDA and content analysis, while qualitative data were analyzed by using SPSS (version 26). The study found that participants’ awareness and appreciation of sociolinguistic diversity increased during the course and participants expressed their willingness to integrate WE-informed pedagogies in their future ELT classes. The study suggests WE-informed ELT practices for learners, teachers, and teacher trainers, thus contributing to inclusive ELT classroom dynamics.
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