TY - JOUR ID - 36105 TI - Native and Non-Native Teachers’ Changing Beliefs about Teaching English as an International Language JO - International Journal of Society, Culture & Language JA - IJSCL LA - en SN - AU - Tajeddin, Zia AU - Atai, Mahmood Reza AU - Shayeghi, Rose AD - Tarbiat Modares University, Iran AD - Kharazmi University, Iran Y1 - 2019 PY - 2019 VL - 7 IS - 2 (Special Issue on Iranians Views of Cultural Issues) SP - 1 EP - 14 KW - English an international language KW - Native teachers KW - Non-native teachers KW - Teacher beliefs KW - Panel discussions DO - N2 - In view of the paucity of evidence on teachers’ conceptions of teaching English an International Language (EIL), the present study used panel discussions to investigate the beliefs of 10 native and 10 non-native English-speaking teachers about their roles in teaching English in the EIL contexts and the perceptions of EIL. The findings revealed that some aspects of teachers’ beliefs about their roles were reshaped after panel discussions. Non-native teachers showed lower levels of self-confidence in their role in teaching EIL and underlined the superiority of native teachers. However, after panel discussions, they were able to notice their advantages in comparison with native teachers. It was also observed that both non-native and native teachers underwent a slight shift in conceptualizing what EIL is. Non-native teachers’ appraisal of native speakerism also decreased after panel discussions. These findings suggest that both native and non-native teachers hold certain beliefs about EIL and native speakerism which are not in line with EIL theorizing.  UR - https://www.ijscl.com/article_36105.html L1 - https://www.ijscl.com/article_36105_7e0199d5e68ed8944daf6685680aea15.pdf ER -