Native speakerism (?!): (Re)Considering critical lenses and corresponding implications in the field of English Language Teaching
DOI:
https://doi.org/10.25170/ijelt.v14i2.1440Keywords:
critical scholarship, privilege-marginalization, ELT, JapanAbstract
Within English language teaching (ELT), critical scholarship has paid ever-increasing attention to identity, experience and (in)equity, and thus to privilege-marginalization: where it comes from, how and why it manifests, who (potentially) experiences it, and what might be done to address inequity in (and potentially beyond) the profession. This dialogue is intertwined with broader attempts in the field to account for the complexity of identity and interaction in settings around the globe. In this article, I discuss how categorical apprehensions of identity, experience and privilege-marginalization, and approaches to (in)equity, have framed discourse within critical scholarship. I then survey how more recent work has called into question many of the critical “assumptions” (Pennycook, 2001) both shaping and shaped by such theory and inquiry. This scholarship contends that critical lenses predicated upon categories of being, while calling attention to idealized nativeness embedded in ELT, fail to account for the contextualized, sociohistorical negotiation of privilege-marginalization within and transcending communities around the globe. Next, in order to contextualize and unpack these divergent lenses, I provide a review of critical dialogue attending to Japan, both in and beyond ELT, noting in conclusion how privilege-marginalization within ELT is intertwined with the sociohistorical negotiation of “selfhood” and “otherness” pertaining both to Japanese society and Japan and “the world beyond.” I close by briefly commenting on future directions for critical scholarship in ELT, and the challenges facing, and yet to be faced by, its stakeholders.
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Holliday, A. (2006). Native-speakerism. ELT Journal, 60(4), 385-387.
Holliday, A. (2009). English as a lingua franca, ‘non-native speakers’ and cosmopolitan realities. In F. Sharifian (ed.), English as an International Language: Perspectives and Pedagogical Issues (pp. 21-33). Bristol, UK: Multilingual Matters.
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Houghton, S. A., Rivers, D. J., & Hashimoto, K. (2018). Beyond native-speakerism: Current explorations and future visions. London: Routledge.
Howatt, A.P.R. (1984). A history of English language teaching. Oxford: Oxford University Press.
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Inoue, M. (2002). Gender, language, and modernity: Toward an effective history of Japanese womenʼs language. American Ethnologist, 29(2), 392‒422.
Ishikawa, T. (2017). Japanese university students’ attitudes towards their English and the possibility of ELF awareness. Journal of English as a Lingua Franca, 6(2), 237-263.
Japan Ministry of Justice (2018). Foreign National Residents by Nationality. Online at: https://www.stat.go.jp/data/nenkan/66nenkan/.../ y660210000.xls
Japan National Tourism Organization (JNTO) (2019). Visitors to Japan. https://statistics.jnto.go.jp/en/graph/#category--13
Japan Student Services Organization (JASSO) (2018). International Students in Japan. Online at: https://www.jasso.go.jp/en/about/statistics /intl_student_e/2017/index.html
Japan Tourism Board (JTB) (2019). Japanese tourists outbound. Accessed online at: https://www.tourism.jp/en/tourism-database/stats/outbound/
Khan, Y. (1997). Japanese moral education past and present. Cranbury, NJ: Associated University Presses.
Kubota, R. (2002). The impact of globalization on language teaching in Japan. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 13‒28). London: Routledge.
Kubota, R. (2011). Questioning linguistic instrumentalism: English, neoliberalism, and language tests in Japan. Linguistics and Education, 22(3), 248-260.
Kubota, R. (2013). ‘Language is only a tool’: Japanese expatriates working in China and implications for language teaching. Multilingual Education, 3, 1–20.
Kubota, R. (2017). Globalization and language education in Japan. In N. Van Deusen-Scholl & S. May (Eds.), Second and Foreign Language Education. Encyclopedia of Language and Education (pp. 287-299). Cham, Switzerland: Springer.
Kubota, R. (2019). Confronting Epistemological Racism, Decolonizing Scholarly Knowledge: Race and Gender in Applied Linguistics, Applied Linguistics. Online at: https://doi.org/10.1093/applin/amz033
Lather, P. (1993) Fertile obsession: Validity after poststructuralism. The Sociological Quarterly, 34 (4), 673‒693.
Liddicoat, A. J. (2007). Internationalising Japan: Nihonjinron and the intercultural in Japanese language-in-education policy. Journal of Multicultural Discourses, 2(1), 32-46.
Lie, J. (2004). The politics of recognition in contemporary Japan. In S. J. Henders (Ed.), Democratization and identity: Regimes and ethnicity in East and Southeast Asia (pp. 117‒131). Lanham, MD: Lexington Books.
Lowe, R. J., & Kiczkowiak, M. (2016). Native-speakerism and the complexity of personal experience: A duoethnographic study. Cogent Education, 3(1), online at: https://www.tandfonline.com/doi/abs/ 10.1080/2331186X.2016.1264171
Mahboob, A. (Ed.). (2010). The NNEST lens: Non native English speakers in TESOL. Cambridge Scholars Publishing.
Mahboob, A., & Lin, A. M. (2018). Local languages as a resource in (language) education. In A.F. Selvi & N. Rudolph (Eds.), Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction (pp. 197-217). Springer, Singapore.
Manabe, K., & Befu, H. (1992). Japanese cultural identity. An empirical investigation of nihonjinron. Yearbook of the German Institute of Japanese Studies, 4, 89‒102.
Manara, C. (2018). “What should I call myself? Does it matter?” Questioning the “labeling” practice in ELT profession. In B. Yazan & N. Rudolph (Eds.), Criticality, Teacher Identity, and (In)equity in English Language Teaching: Issues and Implications (pp. 125–140). Cham, Switzerland: Springer.
Medgyes, P. (2001). When the teacher is a non-native speaker. Teaching English as a second or foreign language, 3, 429-442.
Morris-Suzuki, T. (1997). Re-inventing Japan: Time, space, nation. Armonk: ME Sharpe.
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2019-10-31
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