NICOS C. SIFAKIS, ARETI-MARIA SOUGARI Between a Rock and a Hard Place: An Investigation of EFL Teachers’ Beliefs on what Keeps them from Integrating Global English in their Classrooms 301
301 NICOS C. SIFAKIS, ARETI-MARIA SOUGARI Between a Rock and a Hard Place: An Investigation of EFL Teachers’ Beliefs on what Keeps them from Integrating Global English in their Classrooms 1. Introduction The growing concern for the importance of English as a means of communication between non-native speakers (NNSs) on a truly glo- bal scale has in the past few years brought forward a large number of studies of various facets of NNS-NNS communication. Such stu- dies have tended to particularly concentrate on shedding light on dif- ferent aspects of the discourse characteristics of such communica- tion (e. g., Firth, 1996; Jenkins, 2000), based on large sets of corpora (e. g., Seidlhofer, 2004; Mauranen, 2003). Others have focused on researching the pragmatics of such discourse (Cogo & Dewey, 2006; House, 2002; Meierkord, 1996), sociocultural and intercultural is- sues that arise (Alptekin, 2002), as well as issues that touch upon a host of related concerns, such as identity (Singer, 1998) and owner- ship (Widdowson, 1994), the role of native speaker norms (Brutt- Griffler & Samimy, 2001; Davies, 2003; Sifakis, 2004; Wright, 2000), and globalization (papers in Block & Cameron, 2002; papers in Gnutzmann & Intemann, 2005). Another fascinating research direction that the global English phenomenon has taken concerns the foreign language classroom. There is an increasing amount of research these days on areas such as the attitudes and beliefs of EFL learners (Timmis, 2002) and teachers (Llurda, 2004; Sifakis & Sougari, 2005) (for a comprehensive over- view of these, see Jenkins, 2007). Despite the great interest,...
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