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This paper aims to explore how the study of sociolinguistics can benefit teachers, particularly in the context of teaching English as a Foreign Language (EFL) in China. The article will first examine how sociolinguistic knowledge can reshape teachers’ perceptions of “English,” focusing on aspects such as English varieties, World Englishes, and Chinese English. Following that, the article discusses the necessity of rethinking current practices in English language teaching, including the nativeness paradigm and the concept of communicative competence based on a reconceptualized view of “English.” Additionally, the discussion will focus on how teachers, informed by sociolinguistic awareness of non-native teachers’ identities and teacher agency, can address and resolve existing challenges in EFL teaching. Finally, the article will conclude by summarizing the key issues discussed and highlighting the significance of studying sociolinguistics for language practitioners in China.
Fenhua Guo (Fri,) studied this question.