English language teachers’ views on ‘Saudi English’ : errors vs. variants

الملخص EN

Previous studies have described the linguistic features of so-called ‘Saudi English’.

The present study explored how Saudi teachers of English view Saudi English and its variants.

It also investigated how awareness of the distinction between errors and variants influences these views.

Interviews were conducted with 10 English language teachers in Saudi Arabia.

Analysis of the data revealed that participants had negative impressions of the label Saudi English and used notions of correctness to judge language quality.

After learning how World Englishes and English as a Lingua Franca studies distinguish between errors and variants, participants developed an acceptance of variants and agreed that language judgments could be based on appropriateness to the register or context.

The participants’ accounts reflected their professional identity management.

Nonetheless participants welcomed the inclusion of Global Englishes perspectives in English language teaching.

However, they did not have enough knowledge to include Global Englishes perspectives in their teaching practice.

This study calls for replacing the label ‘Saudi English’ with the label ‘Saudi English as a Lingua Franca’ and inclusion of the Global Englishes field of study in teacher education and professional development programmes.