English language teachers’ understandings of English as an international language: Comparative perspectives from Argentina, Venezuela and Ecuador

Abstract

This research, oriented under a qualitative-interpretative approach, investigates the conceptions of English language teachers from Argentina, Venezuela and Ecuador - countries of the expanding circle where scarce research has been conducted - regarding the expansion, use and teaching of English. The study aims to disclose the participants’ understandings of this issue in their specific socio-cultural contexts. Research instruments comprise two online questionnaires with open and closed questions, and semi-structured in depth interviews. In Argentina, 75 participants completed both questionnaires in October 2014, followed up by 21 in-depth interviews conducted in November 2014. In Venezuela, 78 participants completed both questionnaires in December 2014, followed up by 9 in-depth interviews conducted in February 2015. In Ecuador, 92 participants completed one questionnaire in October 2018, followed up by 21 in-depth interviews conducted in December 2018. Data were analyzed following the guidelines and procedures of qualitative research, in particular content analysis in a comparative perspective complemented by a quantitative stance. General findings show that the participants in the three countries revealed an uncritical perspective in relation to the hegemony of English as a language of international communication and its teaching, and had conflicting and fluid understandings of the language itself, its property, and other issues related to native-speakerism.