Abstract
The spread of English as an International Language (EIL) has realigned teachers’ sense of professional identity. On the other hand, the teachers’ professional identity may work as a filter in the acceptance of EIL. This study bridges the gap between theory and practice by investigating how the notions of EIL interact with Iranian language teachers’ identity and theirperception of professional competence by conducting a questionnaire survey followed by two in-depth interviews discussing the notion of EIL. The results of this study shed significant light on the professional identity of Iranian language teachers and their acceptance or rejection of EIL.
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