Despite various calls for a thorough re‐conceptualization of current English language teaching (ELT) practices, incorporating courses for critical perspectives on linguistic and cultural diversity is still a major challenge in most teacher education programmes in many English as a foreign language (EFL) countries. Therefore, we explored the evolving perspectives of English as a global language among Turkish pre‐service English teachers (PELTs) in response to a global Englishes‐focused curriculum. Using self‐report data, the study reveals participants' complex and diverse views on language varieties in English as a Lingua Franca (ELF) communication, driven by various reasons. After a GE‐oriented course, most participants shifted to plurilithic orientations as they softened their beliefs in native‐speaker English superiority and developed a more sophisticated understanding of English. Seven participants with monolithic orientation appeared to reduce the complex and dynamic nature of language to racialized stereotypes associated with native speaker norms. Based on the findings, how language orientations and ideologies may inform teacher preparation in language teaching was discussed. Several recommendations for further research and preparation of PELTs were made.

中文翻译：

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未来英语教师对全球英语教学的理解

尽管人们呼吁对当前的英语教学（ELT）实践进行彻底的重新概念化，但在许多英语作为外语（EFL）国家的大多数教师教育项目中，纳入语言和文化多样性批判性观点的课程仍然是一个重大挑战。因此，我们针对全球以英语为中心的课程，探讨了土耳其职前英语教师 (PELT) 中英语作为全球语言的演变观点。该研究利用自我报告数据，揭示了由于各种原因，参与者对英语作为通用语言 (ELF) 交流中的语言多样性的复杂而多样的看法。在完成以通用电气为导向的课程后，大多数参与者转向了多石器导向，因为他们软化了对母语英语优越性的信念，并对英语有了更复杂的理解。七名具有单一取向的参与者似乎将语言的复杂性和动态性降低为与母语者规范相关的种族化刻板印象。根据研究结果，讨论了语言取向和意识形态如何影响教师在语言教学中的准备。提出了进一步研究和制备 PELT 的若干建议。