With the growth of English as a global language, there is a need for change in English Language Teaching (ELT) practices that should reflect the use of English for global communication (Cameron & Galloway, 2019). Prior to implementing such change in ELT informed by the perspective of Global Englishes (GE) it is important to conduct research on attitudes towards English which offers insights into the feasibility of the ELT curriculum innovation. Although research on language attitudes is growing, there are few studies on teachers' attitudes towards English conducted from the perspective of their multilingualism (Gorter & Arocena, 2020). By addressing this gap, the present research reveals that the teachers' attitudes to English in the context of higher education in Kazakhstan are related to dominant language ideologies which might impact incorporating GE and ELT in a multilingual setting. Interpreted within a sociolinguistic context of Kazakhstan the findings contribute to a deeper understanding of how teachers’ language attitudes are enacted in relation to their multilingualism in order to move forward discussions on the feasibility of GE-informed curriculum innovation.

随着英语作为全球语言的发展，英语语言教学 (ELT) 实践需要改变，以反映英语在全球交流中的使用（Cameron & Galloway，2019）。在根据全球英语 (GE) 的观点对 ELT 实施此类变革之前，重要的是要对对英语的态度进行研究，从而深入了解 ELT 课程创新的可行性。尽管对语言态度的研究正在增长，但很少有从教师使用多种语言的角度对教师对英语的态度进行的研究（Gorter & Arocena，2020）。通过弥补这一差距，目前的研究表明，教师的 哈萨克斯坦高等教育背景下对英语的态度与主导语言意识形态有关，这可能会影响将 GE 和 ELT 纳入多语言环境。在哈萨克斯坦的社会语言学背景下解释这些发现有助于更深入地了解教师的语言态度是如何与他们的多语种相关的，以便推进关于 GE 知情课程创新的可行性的讨论。