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| Author | : Adrian Holliday |
| Publisher | : Palgrave Macmillan |
| Total Pages | : 212 |
| Release | : 2014-01-14 |
| Genre | : Education |
| ISBN | : 9781349552085 |
The book addresses the issue of native-speakerism, an ideology based on the assumption that 'native speakers' of English have a special claim to the language itself, through critical qualitative studies of the lived experiences of practising teachers and students in a range of scenarios.
| Author | : Stephanie Ann Houghton |
| Publisher | : Springer |
| Total Pages | : 287 |
| Release | : 2020-12-24 |
| Genre | : Education |
| ISBN | : 9789811556708 |
This book explores native-speakerism in modern language teaching, and examines the ways in which it has been both resilient and critiqued. It provides a range of conceptual tools to situate ideological discourses and processes within educational contexts. In turn, it discusses the interdiscursive nature of ideologies and the complex ways in which ideologies influence objective and material realities, including hiring practices and, more broadly speaking, unequal distributions of power and resources. In closing, it considers why the diffusion and consumption of ideological discourses seem to persist, despite ongoing critical engagement by researchers and practitioners, and proposes alternative paradigms aimed at overcoming the problems posed by the native-speaker model in foreign language education.
| Author | : Stephanie Ann Houghton |
| Publisher | : Multilingual Matters |
| Total Pages | : 295 |
| Release | : 2013-02-19 |
| Genre | : Education |
| ISBN | : 1847698700 |
The relative status of native and non-native speaker language teachers within educational institutions has long been an issue worldwide but until recently, the voices of teachers articulating their own concerns have been rare. This innovative volume explores language-based forms of prejudice against native-speaker teachers.
| Author | : Stephanie Ann Houghton |
| Publisher | : Routledge |
| Total Pages | : 239 |
| Release | : 2018-06-14 |
| Genre | : Education |
| ISBN | : 1317286502 |
Despite unsubstantiated claims of best practice, the division of language-teaching professionals on the basis of their categorization as ‘native-speakers’ or ‘non-native speakers’ continues to cascade throughout the academic literature. It has become normative, under the rhetorical guise of acting to correct prejudice and/or discrimination, to see native-speakerism as having a single beneficiary – the ‘native-speaker’ – and a single victim – the ‘non-native’ speaker. However, this unidirectional perspective fails to deal with the more veiled systems through which those labeled as native-speakers and non-native speakers are both cast as casualties of this questionable bifurcation. This volume documents such complexities and aims to fill the void currently observable within mainstream academic literature in the teaching of both English, and Japanese, foreign language education. By identifying how the construct of Japanese native-speaker mirrors that of the ‘native-speaker’ of English, the volume presents a revealing insight into language teaching in Japan. Further, taking a problem-solving approach, this volume explores possible grounds on which language teachers could be employed if native-speakerism is rejected according to experts in the fields of intercultural communicative competence, English as a Lingua Franca and World Englishes, all of which aim to replace the ‘native-speaker’ model with something new.
| Author | : Farzad Sharifian |
| Publisher | : Multilingual Matters |
| Total Pages | : 304 |
| Release | : 2009-01-08 |
| Genre | : Foreign Language Study |
| ISBN | : 1847691218 |
Collectively, the chapters in this volume make a significant contribution to the emerging paradigm of English as an International Language (EIL) by exploring various aspects of the English language and its pedagogy in the context of the globalization of this language. The volume shows great deal of promise in terms of expanding the paradigm and also establishing new grounds for thinking, research, and practice.
| Author | : Stephanie Ann Houghton |
| Publisher | : Springer |
| Total Pages | : 261 |
| Release | : 2018-12-23 |
| Genre | : Education |
| ISBN | : 9789811355974 |
This book probes for a post-native-speakerist future. It explores the nature of (English and Japanese) native-speakerism in the Japanese context, and possible grounds on which language teachers could be employed if native-speakerism is rejected (i.e., what are the language teachers of the future expected to do, and be, in practice?). It reveals the problems presented by the native-speaker model in foreign language education by exploring individual teacher-researcher narratives related to workplace experience and language-based inclusion/exclusion, as well as Japanese native-speakerism in the teaching of Japanese as a foreign language. It then seeks solutions to the problems by examining the concept of post-native-speakerism in relation to multilingual perspectives and globalisation generally, with a specific focus on education.
| Author | : Robert J. Lowe |
| Publisher | : Springer Nature |
| Total Pages | : 200 |
| Release | : 2020-07-02 |
| Genre | : Education |
| ISBN | : 3030462315 |
This book introduces the concept of the ‘native speaker’ frame: a perceptual filter within English Language Teaching (ELT) which views the linguistic and cultural norms and the educational technology of the anglophone West as being normative, while the norms and practices of non-Western countries are viewed as deficient. Based on a rich source of ethnographic data, and employing a frame analysis approach, it investigates the ways in which this ‘native-speaker’ framing influenced the construction and operation of a Japanese university EFL program. While the program appeared to be free of explicit expressions of native-speakerism, such as discrimination against teachers, this study found that the practices of the program were underpinned by implicitly native-speakerist assumptions based on the stereotyping of Japanese students and the Japanese education system. The book provides a new perspective on debates around native-speakerism by examining how the dominant framing of a program may still be influenced by the ideology, even in cases where overt signs of native-speakerism appear to be absent.
| Author | : Junshuan Liu |
| Publisher | : Cambridge Scholars Publishing |
| Total Pages | : 198 |
| Release | : 2019-12 |
| Genre | : English language |
| ISBN | : 9781527540194 |
This book is the first systematic, large-scale study of the current situation of native-speakerism in the realm of Chinaâ (TM)s English Language Teaching (ELT). By extending the semantic scope of native-speakerism initially defined by Adrian Holliday, the book offers a critical examination of how this language ideology is enacted, reproduced, reinforced and legitimized in everyday ELT practice within the theoretical framework of Critical Discourse Analysis (CDA). Both quantitative and qualitative analyses were conducted to explore and interpret the attitudes and perceptions of students, teachers and administrators as the major stakeholders engaged in ELT practice, with a primary focus on English language varieties, cultural orientations, and teaching methodologies.
| Author | : Stephanie Ann Houghton |
| Publisher | : Springer |
| Total Pages | : 273 |
| Release | : 2017-12-05 |
| Genre | : Education |
| ISBN | : 9811071624 |
This book probes for a post-native-speakerist future. It explores the nature of (English and Japanese) native-speakerism in the Japanese context, and possible grounds on which language teachers could be employed if native-speakerism is rejected (i.e., what are the language teachers of the future expected to do, and be, in practice?). It reveals the problems presented by the native-speaker model in foreign language education by exploring individual teacher-researcher narratives related to workplace experience and language-based inclusion/exclusion, as well as Japanese native-speakerism in the teaching of Japanese as a foreign language. It then seeks solutions to the problems by examining the concept of post-native-speakerism in relation to multilingual perspectives and globalisation generally, with a specific focus on education.
| Author | : Juan de Dios Martinez Agudo |
| Publisher | : Walter de Gruyter GmbH & Co KG |
| Total Pages | : 362 |
| Release | : 2017-05-08 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1501504142 |
Despite being highly debated in applied linguistics and L2 teaching literature, the controversial issue of (non)nativeness still remains unresolved. Contemporary critical research has questioned the theoretical foundations of the nativeness paradigm, which still exerts a strong influence in the language teaching profession. Written by well-known researchers and teacher educators from all over the world, both NSs and NNSs, the selected contributions of this volume cover a great variety of aspects related to the professional role and status of both NS and NNS teachers in terms of both perceived differences and professional concerns and challenges. The strongest aspects of this volume are the global perspectives and the implications for future research and teacher education. It is precisely this international perspective which makes this volume illustrative of different realities with a similar objective in mind: the improvement of second language teaching and teacher education. In today's world, being a NS or NNS should not really matter but rather teachers' professional competences. This publication thus provides a forum of reflection and discussion for all L2 educators who need to be aware of how much they might offer to their future students.
