Thai School Directors’ Lived Experiences and Attitudes Towards Global Englishes: Do They Impact Hiring Foreign National Teachers?

Abstract

Research on language attitudes towards Global Englishes in many contexts has focused on teachers and learners. However, limited research has paid attention to school directors even though they are in a vital position to make changes at the school. This study explored the school director’s lived experiences, attitudes toward Global Englishes, and how their attitudes impact hiring foreign national teachers. Utilizing a narrative inquiry design, three school directors from different school sizes, levels, and types were interviewed multiple times per person to ensure data saturation. The findings showed that all school directors demonstrated standard language and native speakerism ideologies formed earlier in their schooling experiences, especially in English classes. Regardless of positive or negative English learning experiences, they developed an entrenched belief that English should be taught by ‘native speakers.’ Yet, the decision to hire foreign national teachers was not simply influenced by their lived experiences and attitudes toward Global Englishes. Instead, it was affected by the school budget, the level of students, and parents’ expectations. Above all, one troubled concern materialized – hiring someone who looked ‘native.’ Implications were discussed moving forward when considering implementing the Global Englishes paradigm.