Abbas Monfared - Imam Sadiq University
Rasool NajjarBaghseyah - IRI Amin Police University

The worldwide spread of English, globalisation and more predisposition towards varieties of English necessitates a paradigm shift towards teaching English as an international language (TEIL) approach to promote multilingualism and embrace multiculturalism. The present study investigates the implementation of TEIL principles in English language teaching (ELT) classes through teacher professional development in the context of Iran. Employing transformative learning (TL) theory by Jarvis (۲۰۰۹), the professional development was implemented to help ۸۸ pre-service English teachers experience disjunctures via a sequence of TL activities. Data from an EIL perception questionnaire complemented by researchers’ field notes and interviews with some teachers reveal that the professional development activities effectively enhanced participants’ understanding of the EIL concept and reshaped their attitudes towards varieties of English. The findings emphasize the importance of incorporating local and international cultural elements in ELT syllabi to facilitate learners’ integration of diverse cultural experiences. Suggestions for more research in the future are proposed along with practical ideas for policy-makers to consider integrating EIL concepts in teacher education.

teacher education, EIL, intercultural communication, teacher beliefs, world Englishes