عنوان مقاله [English]
The present study, using a one-of-a-kind questionnaire, investigated Iranian English language teachers’ attitudes toward the phenomenon of language education glocalization for the first time. The study was conducted in two phases in the first of which a validated questionnaire was designed and developed. In the second phase, the questionnaire was employed to collect the information regarding the attitudes of the teachers. The results of the questionnaire data analysis revealed that the teachers believe that there is no more only American or British English. There are, however, also varieties of English which have their own independent growth and special features according to the needs of their users. Furthermore, they think that the glocal needs of the users must be met in the process of English language education glocalization. Likewise, the teachers are for the idea that language education should not only be at the service of reflecting the native speaker English variety and culture, but it should serve all cultures to play their equal role in intercultural communication. Helping teachers to find their real role in their profession, the findings of the study increases the perception of language education glocalization leading to a more appropriate education program planning.
 Bamgbose, A. (2001). World Englishes and globalization. World Englishes, 20, 357-363.
 Graddol, D. (1997). The future of English. London: The British Council.
 Graddol, D. (2006). English next: Why global English may mean the end of “English as a foreign language”. London, UK: British Council.
 Murata, K., & Jenkins, J. (2009). Global Englishes in Asian contexts: Current and future debates. Basingstoke, UK: Palgrave Macmillan.
 Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics 11, 133–158.
 Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209–239.
 Seidlhofer, B. (2009). World Englishes and English as a lingua franca: Two frameworks or one? In T. Hoffmann and L. Siebers (Eds.), World Englishes—Problems, properties and prospects. (pp. 376–379). Amsterdam: John Benjamins.
 Mauranen, A. (2007). English as a lingua franca: Speakers not learner. Retrieved from http://www.academia.edu/1858131/
 Bax, S. (2003). “The End of CLT: A Context Approach to Language Teaching.” ELT Journal 57 (3), 278–287.
 Holliday, A. (1994). “The House of TESEP and the Communicative Approach: The Special Needs of State English Language Education.” ELT Journal 48(1), 3–11.
 Sung, K.Y. (2010). “Promoting Communicative Language Learning Through Communicative Tasks.” Journal of Language Teaching and Research, 1(5), 704–713.
 Modiano, M. (2001). Ideology and the ELT practitioner. International Journal of Applied Linguistics, 11, 159-173.
 Trudgill, P., & Hannah, J. (2002). International English: A guide to varieties of Standard English. London, UK: Arnold.
 Robertson, R. (1995). Glocalization: Time-space and homogeneity-heterogeneity. In M. Featherstone, S. Lash, and R. Robertson (Eds.), Global modernities (pp. 25-44). London, UK: Sage.
 Borg, S. (2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
 Dordi-nezhad, F. (2015). Construction, Validation and Reliability of the Foreign Language Attitude and Motivation Questionnaire. Language Related Research, 6(2) 23, 107-128. [in Persian]
 Sharifian, F. (2010). Glocalization of English in world Englishes: An emerging variety among Persian speakers of English. In M. Saxena and T. Omoniyi (Eds.), Contending with globalization in world Englishes (pp. 137-158). Bristol, UK: Multilingual Matters.
 Alsagoff, L. (2010). Hybridity in ways of speaking: The glocalization of English in Singapore. In L. Lim, A. Pakir, and L. Wee (Eds.), English in Singapore: Modernity and management (pp. 109-130). Hong Kong, China: Hong Kong University Press.
 Shi, X. (2013). The glocalization of English: A Chinese case study. Journal of Developing Societies, 29, 89-122.
 Li, W. (1993). “China English and Chinglish.” Foreign Language Teaching and Research, 4, 18–24.
 Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
 Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. London: Continuum.
 Dornyei, Z. (2010). Questionnaires in Second Language Research: Construction, Administration, and Processing. 2nd ed. London: Routledge.
 Brown, J. D. (2001). Using Surveys in Language Programs. Cambridge: Cambridge University Press.
 Alderson, C. J., & Banerjee, J. (1996). How Might Impact Study Instruments Be Validated? Unpublished manuscript commissioned by UCLES.
 Converse, J. M., & Presser, S. (1986). Survey Questions: Handcrafting the Standardized Questionnaire. London: Sage.
 Pallant, J. (2007). SPSS Survival Manual: A Step-by-step Guide to Data Analysis Using SPSS for Windows. 3rd ed. McGraw Hill: Open University Press.