ABSTRACT
This chapter explores the attitudes of English teachers towards implementing different varieties of English as pedagogical models into English language education in South Korea. It provides empirical evidence to confirm or reject any assumptions through a comprehensive analysis of the attitudes of English teachers towards varieties of English as suitable pedagogical models. The chapter discusses the problematics of a mono-model approach to the teaching of English in the Korean classroom. It analyses English teachers’ attitudes towards their preferred variety for English teaching. The majority of participants reported that American English was the most important English to teach, the most promoted English by the Korean Ministry of Education, the most preferred teaching model and accordingly and the most popular variety currently being taught. The chapter presents the results and relevant discussion of English teachers’ understanding of their students’ communicative needs.
