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...

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Autores: Calvet Terré, Júlia, Llurda, Enric
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
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dc.title.none.fl_str_mv From cognition to affect: a longitudinal study of pre-service teachers’ evolving attitudes in response to a course on English as a global language
title From cognition to affect: a longitudinal study of pre-service teachers’ evolving attitudes in response to a course on English as a global language
spellingShingle From cognition to affect: a longitudinal study of pre-service teachers’ evolving attitudes in response to a course on English as a global language
Calvet Terré, Júlia
Attitudes
Global Englishes
English as a lingua franca
World Englishes
Pre-service teachers
Longitudinal study
title_short From cognition to affect: a longitudinal study of pre-service teachers’ evolving attitudes in response to a course on English as a global language
title_full From cognition to affect: a longitudinal study of pre-service teachers’ evolving attitudes in response to a course on English as a global language
title_fullStr From cognition to affect: a longitudinal study of pre-service teachers’ evolving attitudes in response to a course on English as a global language
title_full_unstemmed From cognition to affect: a longitudinal study of pre-service teachers’ evolving attitudes in response to a course on English as a global language
title_sort From cognition to affect: a longitudinal study of pre-service teachers’ evolving attitudes in response to a course on English as a global language
dc.creator.none.fl_str_mv Calvet Terré, Júlia
Llurda, Enric
author Calvet Terré, Júlia
author_facet Calvet Terré, Júlia
Llurda, Enric
author_role author
author2 Llurda, Enric
author2_role author
dc.subject.none.fl_str_mv Attitudes
Global Englishes
English as a lingua franca
World Englishes
Pre-service teachers
Longitudinal study
topic Attitudes
Global Englishes
English as a lingua franca
World Englishes
Pre-service teachers
Longitudinal study
description 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.
publishDate 2026
dc.date.none.fl_str_mv 2026
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dc.identifier.none.fl_str_mv https://doi.org/10.1080/09658416.2026.2657325
https://hdl.handle.net/10459.1/470068
url https://doi.org/10.1080/09658416.2026.2657325
https://hdl.handle.net/10459.1/470068
dc.language.none.fl_str_mv Inglés
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dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023/PID2022-137554NB-I00
Reproducció del document publicat a https://doi.org/10.1080/09658416.2026.2657325
Language Awareness, 2026. In Press
dc.rights.none.fl_str_mv cc-by-nc-nd (c) The Authors, 2026
Attribution-NonCommercial-NoDerivatives 4.0 International
info:eu-repo/semantics/openAccess
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rights_invalid_str_mv cc-by-nc-nd (c) The Authors, 2026
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
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dc.publisher.none.fl_str_mv Taylor & Francis Group
publisher.none.fl_str_mv Taylor & Francis Group
dc.source.none.fl_str_mv reponame:Repositori Obert UdL
instname:Fundació Sant Joan de Déu
instname_str Fundació Sant Joan de Déu
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spelling From cognition to affect: a longitudinal study of pre-service teachers’ evolving attitudes in response to a course on English as a global languageCalvet Terré, JúliaLlurda, EnricAttitudesGlobal EnglishesEnglish as a lingua francaWorld EnglishesPre-service teachersLongitudinal studyPlain 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.An increasing number of studies have proposed strategies for integrating the role of English as a global lingua franca into teacher education programs as a way to respond to the demands posed by the globalised spread of English. While numerous pedagogical proposals acknowledging the significance of English as a global lingua franca have been put forward, there has been relatively less research exploring the potential effects of such proposals on the ideologies and attitudes of English pre-service teachers towards the language. To fill this gap, the current study was designed to investigate the influence of a semester-long course on English as a Global Language on attitudes towards English held by five Catalan university students. The findings reveal that the course had an impact on the cognitive and affective dimensions of attitude (Garrett, Citation2010) of all participants. However, as expected, these changes were not uniform across all students, and notably, they did not progress consistently in the two dimensions. Essentially, changes at the cognitive level manifested first and were met with minimal resistance from the participants. In contrast, changes at the affective level proved to be more intricate and nuanced in their progression.Un nombre creixent d’estudis han proposat estratègies per a integrar el paper de l’anglès com a llengua franca global en els programes de formació del professorat, i d’aquesta manera respondre a les demandes plantejades per la difusió globalitzada de l’anglès. Tot i que s’han presentat nombroses propostes pedagògiques que reconeixen la importància de l’anglès com a llengua franca global, hi ha hagut relativament menys investigacions que explorin els possibles efectes d’aquestes propostes sobre les ideologies i actituds dels futurs docents d’anglès. Per omplir aquest buit, aquest estudi ha estat dissenyat per investigar la influència d’una assignatura centrada en l’anglès com a llengua global en les actituds de cinc estudiants d’una universitat catalana. Els resultats mostren que el curs va tenir un impacte en les actituds de tots els participants tant en la dimensió cognitiva com afectiva (Garrett, Citation2010). No obstant això, aquests canvis no van ser uniformes en tots els estudiants, i en particular, no van progressar de manera coherent en les dues dimensions. Essencialment, els canvis a nivell cognitiu es poden apreciar de forma clara al llarg de tot el període. En canvi, els canvis a nivell afectiu van resultar ser més complexos i matisats en la seva evolució.This research was made possible through the financial support of Grant PID2022-137554NB-I00 funded by MCIN/AEI/10.13039/501100011033 and by ERDF A way of making Europe.Taylor & Francis Group2026info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.1080/09658416.2026.2657325https://hdl.handle.net/10459.1/470068reponame:Repositori Obert UdL instname:Fundació Sant Joan de DéuInglésinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023/PID2022-137554NB-I00Reproducció del document publicat a https://doi.org/10.1080/09658416.2026.2657325Language Awareness, 2026. In Presscc-by-nc-nd (c) The Authors, 2026Attribution-NonCommercial-NoDerivatives 4.0 Internationalinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:dnet:.___________::63b86ac79ad68b7d989396affa18dc0c2026-06-24T12:42:17Z
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