The leading position of English as a global language has indisputably continued for several decades. This pivotal role has inevitably been influencing English language teaching and teacher education. The number of nonnative English speaking teachers has by far surpassed that of native English speaking teachers. This reality has led us to conduct this particular descriptive study involving Turkish senior pre-service language teachers acting as participants in a training as part of a course (Globalization in ELT), in which we investigated the participants’ perceptions towards globalized English regarding common themes in the journal and interview data. The findings revealed that although the majority of participants supported superiority of nativeness and inner circle culture prior to delivery of the course, following the training, their perceptions regarding pre- and post-training constructs displayed a rather different picture. The study has implications for teacher education involving material developers, curriculum designers, instructors, and students.


Global English, Native/Nonnative English Language Teachers, Pre-service Language Teacher Education, Perception, Construct, and Mixed Methods Sequential Explanatory Study

Author Bio(s)

Yonca Özkan is an associate professor in the Department of English Language Teaching at Cukurova University, Adana, Turkey. She teaches undergraduate and graduate course in teacher education and second/foreign language teaching methodology. Her research focuses on pre-service language teacher education, language teaching methodology, and technology integration into language teaching and language teacher education. She is currently conducting a research study on ELF and teacher education. Correspondence regarding this article can be addressed directly to: yoncaca@cu.edu.tr.


This study was funded by Çukurova University Research Fund under the Project Number SBA-2015-3317.

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