TEACHERS' AWARENESS OF GLOBAL ENGLISHES

Abstract

This study investigated Thai English teachers’ awareness of Global Englishes in Chon Buri, Thailand. Employing the language attitude framework, this study unveiled 105 teachers’ cognitive, affective, and behavioral aspects of awareness. Despite recognizing linguistic diversity, teachers often favored native norms, revealing biases and challenges in integrating Global Englishes into classrooms. Factors influencing awareness included language ideologies emphasizing effective communication, teachers' diverse experiences, and limited exposure to non-native English varieties. Teacher training emerged as crucial, necessitating initiatives that promoted intercultural awareness and adapted materials to various English forms. This study supported ongoing efforts to promote Global Englishes in language education, emphasizing teacher training and fostering acceptance of varied English varieties. It can enhance the inclusivity and effectiveness of English language teaching, accommodating diverse linguistic needs worldwide.

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