<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

Data publikacji: 07 sty 2020

Zakres stron: 81 - 104

Otrzymano: 13 cze 2019

Przyjęty: 27 wrz 2019

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

Słowa kluczowe
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

Data publikacji: 07 sty 2020

Zakres stron: 81 - 104

Otrzymano: 13 cze 2019

Przyjęty: 27 wrz 2019

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

Słowa kluczoweculture-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.

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