Abstract

This study explored attitudes toward English as a lingua franca (ELF) among in-service English teachers in Bhutan. Employing a mixed-method design, we collected data from 191 participants through surveys and interviews. The findings revealed that the majority of teachers held positive attitudes toward ELF. They identified English as a communicative lingua franca in Bhutan and suggested a shift in English teaching priorities toward enhancing learners' communicative skills, increasing exposure to English varieties, and moving away from the native speaker-centric model. Additionally, the participants were inclined to believe that imitating native-like accents and pronunciation is not essential for Bhutanese English speakers/learners. However, concerns were raised about potential adverse effects on Bhutanese English learners' English proficiency test scores, such as IELTS and TOEFL, which play a crucial role in determining the educational and career opportunities for most of them both within and outside the country, if ELF was to be prioritised in the context. The study concludes with suggestions on the potential integration of ELF-informed materials in the Bhutanese context and beyond.