“…A smaller number studied teachers in ESL contexts to examine their reactions to the broadening scope of the English language (Ates et al, 2015;Brown, 2005;Eslami et al, 2015;Teixeira and Pozzi, 2014 in the US;Blair, 2015;Dewey, 2012;Hall et al, 2013 in the UK; Manara, 2014 and Sharifian, 2014 in Australia). Most of these studies are based on teacher perceptions and attitudes towards the use of ELF or global Englishes subsequent to awareness-raising in a programme or a course, with much less focus on actual implementation (but see Bayyurt and Sifakis, 2015a;Bayyurt and Sifakis, 2015b;Manara, 2014; and Sifakis and Bayyurt, 2015 for exceptions). Reported research generally comes out of privileged European environments like university classes in Germany, Italy, Greece, Switzerland, and Turkey, or Asian contexts like Japan and Hong Kong where well-established EFL models have been in place, with some recent work focussing on other contexts like Malaysia (Ali, 2014) and Indonesia (Manara, 2013).…”