From cognition to affect: a longitudinal study of pre-service teachers’ evolving attitudes in response to a course on English as a global language
Plain Language Summary: This study examines how a university course focused on English as a global language influenced the beliefs and attitudes of five Catalan pre-service English teachers. As English is increasingly used by people from diverse linguistic and cultural backgrounds as a global lingua...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Fundació Sant Joan de Déu |
| Repositorio: | Repositori Obert UdL |
| OAI Identifier: | oai:dnet:.___________::63b86ac79ad68b7d989396affa18dc0c |
| Acceso en línea: | https://doi.org/10.1080/09658416.2026.2657325 https://hdl.handle.net/10459.1/470068 |
| Access Level: | acceso abierto |
| Palabra clave: | Attitudes Global Englishes English as a lingua franca World Englishes Pre-service teachers Longitudinal study |
| Sumario: | Plain Language Summary: This study examines how a university course focused on English as a global language influenced the beliefs and attitudes of five Catalan pre-service English teachers. As English is increasingly used by people from diverse linguistic and cultural backgrounds as a global lingua franca, there is growing recognition of the need to move beyond native-speaker models in language education. However, shifting deeply embedded ideologies remains a complex process. The findings demonstrate that participants experienced a clear evolution in their cognitive understanding of English. Through sustained engagement with course content, they began to critically reassess traditional language teaching models and expressed greater awareness of English as a diverse and dynamic global language. Yet, the study also reveals that affective components of attitude – such as emotional attachment to native-like pronunciation or perceptions of linguistic legitimacy – proved more resistant to change. This distinction between cognitive and affective dimensions of attitude is a key contribution of the study. While conceptual reorientation was achieved relatively quickly, emotional and identity-related shifts developed more gradually and unevenly. These findings suggest that attitudinal transformation in language teacher education is not linear and may require extended engagement to influence cognitive, affective and behavioural components of attitude. Ultimately, the study highlights the importance of designing teacher education programs that foster both intellectual and emotional engagement with global English paradigms. It also brings to the fore the need for longitudinal research to better understand how awareness of the global role of English can be translated into pedagogical change. |
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