Parallel to the growing recognition of English as an international language, the fundamental premises of the TESOL discipline (e.g., the ownership of the language, native speakers as a goal and model of competence for learning and teaching, linguistic standards and language variety/ies to be taught, monolingual/monocultural approach to teaching) has undergone a serious challenge and reconceptualization over the past several decades. While this trend resulted in an unprecedented recognition of the issues surrounding nonnative speakers in the field of TESOL, it also meant the emergence of a series of unfounded ideas or false beliefs about nonnative English speakers in the TESOL (NNEST) movement. By discussing and problematizing these commonly held myths and misconceptions about the NNEST movement, the current article aims to clarify a number of important issues and shed a light onto the past, present, and future of the movement. Having a solid grasp of the movement in the context of global dynamics, changing times, and reconfigured fundamental premises of the discipline has a paramount importance for all stakeholders involved in TESOL who long for a professional milieu characterized by democracy, justice, equity, participation, and professionalism. doi: 10.1002/tesj.158He drew a circle that shut me outHeretic, rebel, a thing to flout. But love and I had the wit to win: We drew a circle and took him in! -From the poem "Outwitted" by Edwin Markham

No abstract

No abstract

Part of the Expanding Circle in Kachruvian concentric conceptualization of the Englishes around the globe, English in Turkey has no recognized official status in the State. Nevertheless, English performs an array of functions in different domains in the country in addition to being used as a medium of international communication with the rest of the world. The main argument of the paper is twofold: first, to present certain sociolinguistic characteristics of the country that are shared by former colonies of English-speaking nations, despite the fact that it has never been colonized by English-speaking powers; second, to contemplate upon the particular reasons for the developments in light of sociopolitical and historical movements, as well as the recent repercussions in the nation.

This study presents the first scoping review (Arksey & O'Malley, 2005; Levac, Colquhoun, & O'Brien, 2010) of world Englishes (WE) research in the Middle East and North Africa (MENA) – providing a knowledge synthesis of studies related to the sociolinguistic dynamics and realities of English(es) in one of the most underexplored WE contexts. Although the burgeoning research on English in the region focuses on macro sociolinguistic issues, language policy and planning, and language teaching and learning, there is a pressing need for a systematic investigation of scholarship with an exclusive WE perspective (Mahboob, 2013). On this premise, we map the body of WE literature pertinent to this region during the last two decades (2000–2019). We provide an overview of the state of the research activity, helping to identify the knowledge gaps and determine a fruitful research agenda for scholars interested in the diverse issues of WE in the MENA region.