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Outer and Expanding Circle Teachers’ Awareness of and Attitudes towards their Own Variants of English in ESL/EFL Teaching Contexts","","The article examines how English teachers from India and Iran—representing Kachru’s Outer and Expanding Circles—perceive and evaluate their own English accents in ESL/EFL teaching. Drawing on a questionnaire administered to 260 teachers, it assesses cognitive, affective, and behavioral attitudes. Findings indicate Expanding Circle teachers show an exonormative orientation, preferring native-speaker and mostly American English pronunciation, while Indian teachers favor endonormativity and value local forms of English, including support for British English. The paper emphasizes raising awareness of teachers and learners toward the global spread of English.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/english-or-englishes-outer-and-expanding-circle-teachers-awareness-of-and-attitudes-towards-their-own-variants-of-english-in-eslefl-teaching-contexts/593799/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/english-or-englishes-outer-and-expanding-circle-teachers-awareness-of-and-attitudes-towards-their-own-variants-of-english-in-eslefl-teaching-contexts/593799.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What main issue does the paper address?","Question",{"text":112,"@type":113},"It addresses debates around World Englishes, specifically how native–non-native accents relate to teachers’ and learners’ identity and the choice of an appropriate ELT pedagogic model.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and what was measured?",{"text":117,"@type":113},"The study used a questionnaire with 260 English teachers from India and Iran, measuring cognitive, affective, and behavioral attitudes toward their own English accents.",{"name":119,"@type":110,"acceptedAnswer":120},"What differences emerged between Outer and Expanding Circle teachers?",{"text":121,"@type":113},"Expanding Circle teachers showed an exonormative orientation, favoring native-speaker and mostly American English pronunciation, while Indian teachers favored endonormativity and valued local forms of English, while also preferring British English.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593799,1792210584,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 2 | Article 4 |\n| --- | --- |\n\n2018  \nEnglish or Englishes? Outer and Expanding Circle Teachers’ Awareness of and Attitudes towards their Own Variants of English in ESL/EFL Teaching Contexts  \nAbbas Monfared  \nAllameh Tabataba'i University, [abbasmonfared85@gmail.com](abbasmonfared85@gmail.com)  \nMohammad Khatib  \nAllameh Tabataba'i University, [mkhatib27@yahoo.com](mkhatib27@yahoo.com)  \nRecommended Citation  \nMonfared, A., & Khatib, M. (2018). English or Englishes? Outer and Expanding Circle Teachers’ Awareness of and Attitudes towards their Own Variants of English in ESL/EFL Teaching Contexts. Australian Journal of Teacher Education, 43 (2).  \n[http://dx.doi.org/10.14221/ajte.2018v43n2.4](http://dx.doi.org/10.14221/ajte.2018v43n2.4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss2/4](http://ro.ecu.edu.au/ajte/vol43/iss2/4)  \nAustralian Journal of Teacher Education  \nEnglish or Englishes? Outer and Expanding Circle Teachers’ Awareness of and Attitudes towards their Own Variants of English in ESL/EFL Teaching  \nContexts  \nAbbas Monfared, Allameh Tabataba’  \nMohammad Khatib  \nAllameh Tabataba’i  \nUniversity, Iran  \nAbstract: One of the challenging issues that has gained much  \nattention, and has infact sparked much debate, within the emergence  \nand acquisition of World Englishes, is the Native-Non-native accent,  \nespecially its relationship with teachers’ and learners’ identity and  \nselection of an appropriate pedagogic model. This paper investigates  \nthe attitudes of 260 English teachers from India and Iran as members  \nof Outer and Expanding Circles, respectively. Using a questionnaire,  \nthis study measures cognitive, affective and behavioral attitudes of  \nteachers towards their own English accents in two circles which  \ninclude the most users of English in the globalized world. The results  \nshow that teachers in the Expanding Circle (Kachru, 1992), compared  \nto those in the Outer Circle, had an exonormative orientation,  \nfavoring native-speaker and mostly American English pronunciation.  \nIndian teachers were in favor of endonormativity, highly valued their  \nlocal forms of English while they were in favor of British English.  \nTeachers’preferences will be discussed with consideration of the  \nhistorical and political backgrounds of the two countries which might  \nhave influenced the construction of teachers’ identity. The results of  \nthis study suggest that, together with encouraging and valuing  \ndifferent varieties of English, it is important to acknowledge and  \npromote ways to raise awareness of teachers and learners towards  \nglobal spread of English.  \nIntroduction  \nWith the rapid growth of English as an international language (EIL) much interest has been stated in the status of native speaker (NS) norm, especially in the realm of English Language Teaching (ELT) which has created serious challenges to the traditional conceptualization of English language teaching. The global spread of English can have many different political, historical, economic and scientific reasons but one distinguished implication ofit is the emergence of multiple varieties of English which has given new names to English such as ‘International English’(e.g., McKay, 2012), ‘English as a lingua franca’(ELF), often used interchangeably with EIL (e.g., Jenkins, 2000; Seidlhofer, 2011) and ‘World Englishes’(WE) (e.g., Jenkins, 2003; Kachru & Nelson, 2006; Kirkpatrick, 2007, 2011) . Kachru’s  \nVol 43, 2, February 2018 56  \nAustralian Journal of Teacher Education  \ndescription (1989) of the use of English in the world and a recent estimate that the number of English language users are close to 2 billion users in the world (Schneider, 2011) imply the fact that varieties of English and new educational methodologies will be predictable in the near future. In this regard, ELT should mainly concentrate on the global aspect of English in ord","cbCaijzA7RLJp7Pk","https://ap.wps.com/l/cbCaijzA7RLJp7Pk","pdf",357534,21,"English","# Introduction\n## World Englishes and English as an international language\n## Pronunciation norms and pedagogical models (ELF and nativised)\n## Prior research on teachers’ attitudes to English accents\n## Study focus and attitude components","[{\"question\":\"What main issue does the paper address?\",\"answer\":\"It addresses debates around World Englishes, specifically how native–non-native accents relate to teachers’ and learners’ identity and the choice of an appropriate ELT pedagogic model.\"},{\"question\":\"How was the study conducted and what was measured?\",\"answer\":\"The study used a questionnaire with 260 English teachers from India and Iran, measuring cognitive, affective, and behavioral attitudes toward their own English accents.\"},{\"question\":\"What differences emerged between Outer and Expanding Circle teachers?\",\"answer\":\"Expanding Circle teachers showed an exonormative orientation, favoring native-speaker and mostly American English pronunciation, while Indian teachers favored endonormativity and valued local forms of English, while also preferring British English.\"}]","English or Englishes? Outer and Expanding Circle Teachers’ Awareness of and Attitudes towards their Own Variants of English in ESL/EFL Teaching Contexts | PDF",1792077939,53]