<abstract xmlns="http://www.w3.org/1999/xhtml"><p>With the advent of the global perspective on English, the live issues of the ownership and culture of English (<xref ref-type="bibr" rid="j_exell-2019-0007_ref_001_w2aab3b7b3b1b6b1ab1ab1Aa">Akbari, 2008</xref>; <xref ref-type="bibr" rid="j_exell-2019-0007_ref_037_w2aab3b7b3b1b6b1ab1ac37Aa">Seidlhofer, 2005</xref>) have begun to shake up numerous conventional notions of the field. In the wake of this landmark shift, this study attempts to probe EFL teachers’ cultural attitude toward prospective English words. To this end, identifying twelve highly Persian culture-specific words, the researchers devised an attitude questionnaire, which was administered to 351 EFL teachers to examine their right of <italic>cultural encoding</italic> (<xref ref-type="bibr" rid="j_exell-2019-0007_ref_021_w2aab3b7b3b1b6b1ab1ac21Aa">Kirkpatrick, 2014</xref>) as English users. The study concludes with granting a legitimate <italic>norm-overriding role</italic> to EFL teachers in order to gate-keep their required concepts in English.</p></abstract>

With the advent of the global perspective on English, the live issues of the ownership and culture of English (Akbari, 2008; Seidlhofer, 2005) have begun to shake up numerous conventional notions of the field. In the wake of this landmark shift, this study attempts to probe EFL teachers’ cultural attitude toward prospective English words. To this end, identifying twelve highly Persian culture-specific words, the researchers devised an attitude questionnaire, which was administered to 351 EFL teachers to examine their right of cultural encoding (Kirkpatrick, 2014) as English users. The study concludes with granting a legitimate norm-overriding role to EFL teachers in order to gate-keep their required concepts in English.

EFL teachers’ role in English: Letting the silent majority voice their words

ExELL

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

With the advent of the global perspective on English, the live issues of the ownership and culture of English (Akbari, 2008; Seidlhofer, 2005) have begun to...

EFL teachers’ role in English: Letting the silent majority voice their words

Publié en ligne: 07 janv. 2020

Pages: 81 - 104

Reçu: 13 juin 2019

Accepté: 27 sept. 2019

DOI: https://doi.org/10.2478/exell-2019-0007

Mots clés
culture-specific words, English as a lingua franca (ELF), norm-overriding role

© 2018 Esmat Babaii et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

EFL teachers’ role in English: Letting the silent majority voice their words

Publié en ligne: 07 janv. 2020

Pages: 81 - 104

Reçu: 13 juin 2019

Accepté: 27 sept. 2019

DOI: https://doi.org/10.2478/exell-2019-0007

Mots clésculture-specific words, English as a lingua franca (ELF), norm-overriding role

© 2018 Esmat Babaii et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
culture-specific words, English as a lingua franca (ELF), norm-overriding role