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

Autores

Jhon Eduardo Mosquera Pérez Autor Pedagogical and Technological University of Colombia https://orcid.org/0000-0003-4027-3102
Julieth Lorena López Acevedo Autor Pedagogical and Technological University of Colombia https://orcid.org/0000-0002-4690-9522
Jhonnatan Felipe Montoya Quiceno Autor Pedagogical and Technological University of Colombia https://orcid.org/0000-0003-1066-9966

DOI:

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

Palavras-chave:

Atitudes, Colômbia, língua inglesa, mudança linguística, variedades

Resumo

Este estudo investiga as atitudes de 55 professores colombianos de inglês como lín-gua estrangeira (English as a Foreign Language [EFL]) em exercício, provenientes de diferentes regiões, em relação a 12 variedades do inglês que representam os três cír-culos de Kachru, e examina suas implicações para o ensino de língua inglesa (English Language Teaching [ELT]). Buscando preencher uma lacuna persistente nas pesqui-sas sobre os Global Englishes na Colômbia, o estudo adotou um delineamento de métodos mistos, o qual envolveu um questionário eletrônico e entrevistas semiestru-turadas com 10 docentes voluntários. Os resultados indicam que o inglês americano e o britânico continuam sendo as variedades mais valorizadas e familiares, prefe-rência amplamente reforçada por expectativas institucionais, tradições históricas e ideologias linguísticas profundamente enraizadas. No entanto, vários participantes demonstraram abertura a outras variedades desse idioma e reconheceram a neces-sidade de sensibilizar os estudantes para a diversidade linguística do inglês. Embora as normas do círculo interno ainda dominem as práticas em sala de aula, alguns professores questionaram o ideal do falante nativo e defenderam perspectivas mais inclusivas no ensino de línguas. De modo geral, o estudo evidencia a influência per-sistente dos legados coloniais no ensino de inglês na Colômbia, ao mesmo tempo que aponta uma mudança gradual em direção a perspectivas mais pluricêntricas e contextualmente situadas. Conclui-se que o campo deve começar a adotar orienta-ções fundamentadas nos Global Englishes, que valorizem a diversidade linguística e promovam práticas educacionais mais equitativas e contextualizadas.

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