This article presents a survey of Greek EFL teachers' (N = 421) attitudes regarding their pronunciation beliefs and practices. It touches on two sets of questions. First, it refers to teachers' viewpoints regarding pronunciation‐specific issues and the possible links between pronunciation teaching, English as an international language (EIL), and the sociocultural identity of nonnative speakers of English (NNSs). Second, it tries to establish the extent to which these teachers are aware of EIL‐related matters, such as the need for mutual intelligibility in NNS‐NNS communication. We conclude that teachers' viewpoints are predominantly norm bound. We further attempt to make sense of these viewpoints by referring to (a) the teachers' sense of being the custodians of the English language as regards English language learners and (b) the wider sociocultural linguistic background in Greece (which involves a history of diglossia and a recent experience of a massive inflow of immigrants). We go on to suggest ways to raise teachers' awareness of EIL‐related concerns by suggesting that they use their immediate geopolitical and sociocultural surroundings.

No abstract

No abstract

No abstract

The paper describes a framework for the education of ESOL teachers that is inspired by principles grounded in research on English as a lingua franca (ELF) and world Englishes (WE). The essential feature of such a framework is that it involves interested teachers in a critical reorientation of their beliefs toward English language teaching, learning and communication. This transformative framework informs what we call the 'ELF-aware' teacher education component. We then present a framework for a transformative perspective for ELF-aware and WE-aware teachers and describe the phases of a teacher education project that attempted to put this framework into practice.