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.

中文翻译：

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关于英语作为国际语言（EIL）的信念：会说波斯语的英语老师的声音

摘要本研究旨在调查伊朗的非母语英语教师如何认识到新兴英语品种的合法性，以及他们如何看待母语使用者的语言规范以及当今英语使用的语言多样性。参加人员包括来自波斯语国家的210名英语教师，他们属于扩展国家/地区。通过问卷调查和访谈来探讨这些教师对EIL的看法。调查结果表明，教师可以理解母语人士和非母语人士对英语的所有权，并且可以理解非母语英语品种的合法性。但是，与归因于英语的各种变体和EIL使用中的可理解性的巨大意义相反，调查结果表明，在语言教室中，教师普遍以母语为标准英语而不是世界英语。他们坚持认为英语学习者应该获得标准英语，以实现完美的交流，并避免使用非母语英语。老师对英语种类的认可与他们在课堂教学中对标准英语的偏爱之间的这种不匹配表明，有必要帮助老师在他们的教学实践中重新评估他们对以母语为母语的普遍假设，并采用更多的EIL意识教学法。他们坚持认为英语学习者应该获得标准英语，以实现完美的交流，并避免使用非母语的英语。老师对英语种类的认可与他们在课堂教学中对标准英语的偏爱之间的这种不匹配表明，有必要帮助老师在他们的教学实践中重新评估他们对以母语为母语的普遍假设，并采用更多的EIL意识教学法。他们坚持认为英语学习者应该获得标准英语，以实现完美的交流，并避免使用非母语的英语。老师对英语种类的认可与他们在课堂教学中对标准英语的偏爱之间的这种不匹配表明，有必要帮助老师在他们的教学实践中重新评估他们对以母语为母语的普遍假设，并采用更多的EIL意识教学法。