In-Service EFL Teachers’ Attitudes towards English Varieties and Their Potential Implications for Colombian ELT

Jhon Eduardo Mosquera Pérez; Julieth Lorena López Acevedo; Jhonnatan Felipe Montoya Quiceno

doi:10.5294/edu.2026.29.1.2

Authors

Jhon Eduardo Mosquera Pérez Author Pedagogical and Technological University of Colombia https://orcid.org/0000-0003-4027-3102
´Julieth Author Pedagogical and Technological University of Colombia https://orcid.org/0000-0002-4690-9522
Felipe Author Pedagogical and Technological University of Colombia https://orcid.org/0000-0003-1066-9966

DOI:

https://doi.org/10.5294/edu.2026.29.1.2

Keywords:

Attitudes, Colombia, English, language change, varieties

Abstract

This study investigates the attitudes of 55 Colombian in-service English as a Foreign Language (EFL) teachers from different regions toward twelve English varieties repre-senting Kachru’s three circles and examines their implications for English language teaching (ELT). Seeking to address a persistent gap in Global Englishes (GE) research in Colombia, the study adopted a mixed-methods design involving an online ques-tionnaire and semi-structured interviews with ten volunteers. Findings reveal that American and British English remain the most valued and familiar varieties, a pref-erence largely reinforced by institutional expectations, historical traditions, and deep-seated language ideologies. Nonetheless, several participants showed openness to other global varieties and recognized the need to raise students’ awareness of En-glish’s linguistic diversity. Although inner-circle norms continue to dominate class-room practices, some teachers questioned native-speaker ideals and called for more inclusive perspectives in English language education. Overall, the study exposes the enduring influence of colonial legacies in Colombian ELT while signaling a gradual shift toward more plurilithic and context-sensitive understandings of English. It urg-es the field to begin embracing GE-informed orientations that value linguistic diver-sity and promote fairer, more contextually grounded educational practices.

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