This exploratory study investigated how 367 university language educators from 48 countries/regions responded to ChatGPT in the first 10 weeks after its release. It explored awareness, use, attitudes, and perceived impact through a survey collecting both quantitative and qualitative data. Most participants demonstrated moderate awareness, but little teaching application. Around half had used ChatGPT in some way, but only a minority had used it for educational purposes. Interest was high but many concerns were raised, particularly about student misuse. Most teachers felt they were likely to use it for creating teaching resources but were less open to using it for automated feedback and assessment. Perceptions of the impact of ChatGPT were cautiously optimistic, with more positivity from users with first-hand experience. Concerns focused on misuse, while benefits were noted in terms of efficiency. Qualitative data were analysed using an adapted version of the Concerns-Based Adoption Model (CBAM), which revealed that teachers were primarily in the Management and Consequences stages of concern. Only very few had reached the latter stage of Collaboration and none were in the Refocusing stage, suggesting a gradual adoption process, which was expected given the timing of the study. Key implications are that educators need support in developing skills for pedagogical applications of ChatGPT, while critically evaluating appropriate use. More empirical evidence on effective practices is needed. This study provides baseline data on language teachers' initial engagement with ChatGPT, highlighting promising directions but also remaining concerns. Further research can track how responses evolve.