Exploring Beliefs of Pre-Service Teachers toward English as an International Language.

Research has repeatedly shown that pre-service teachers have well well-established beliefs about teaching which have been formed on the basis of their own learning experiences. These beliefs strongly influence their professional development and how pre-service teachers interpret and acquire information from their teacher education courses. This paper presents the results of a small research conducted on 11 pre-service teachers’ beliefs toward English as an international language (EIL) before and after joining World Englishes class in order to detect any changes in the nature of these beliefs. 4 major areas of EIL namely (a) the role of English as an international language, (b) the best variety, (c) the use of the students’ mother tongue in English classrooms, and (d) the best teacher of English were highlighted in this study.