Stakeholders’ Perspectives on Teaching English as a Global Language
Abstract
English is widely recognized as a global language, transcending its origins in native-speaking countries. However, teaching and learning English face challenges due to the diverse attitudes of the researchers, public, and stakeholders—learners, teachers, and employers—toward concepts such as Standard English and World Englishes (WE). This study examines the perspectives of stakeholders, highlighting the practical and theoretical implications of English as a global language. Data were collected from 66 learners, 29 teachers, and two employers across Uzbekistan, Iran, and international organizations. The findings reveal a strong preference for Standard English among stakeholders despite the growing acknowledgment of linguistic diversity in WE. The study highlights the importance of adopting nuanced approaches to English teaching that respect stakeholders’ preferences while promoting effective global communication.