Native-speakerism revisited: Global Englishes, ELT and intercultural communication
DOI:
https://doi.org/10.25170/ijelt.v13i2.1453Keywords:
Global Englishes, native-speakerism, ELT, Intercultural communicationAbstract
The English language functions as a global lingua franca, and as the number of non-native speakers of English surpasses the number of native speakers of English, the ideology of native-speakerism is challenged. Viewing from the paradigm of Global Englishes (GE), English is no longer the sole property of its native speakers. This paper first discusses and presents a general picture regarding standard language ideology and the ideology of native-speakerism, and links the notion to how such ideas would exert an influence on teacher recruitment and intercultural communication in English language teaching (ELT). This paper then employs narrative inquiry from Chinese ELT professionals who have education experience abroad to reveal how they negotiate their professional identities in relation to privilege and marginalization when working with native English speaking colleagues. This paper argues for the importance of moving beyond the idealized native speaker model from the GE paradigm to challenge the ideology of native-speakerism in various aspects of ELT, in particular, in expanding circle contexts.
References
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Quirk, R. (1990). Language varieties and standard language. English Today, 6(1): 3-10.
Rudolph, N. (2016). Negotiating borders of being and becoming in and beyond the English language teaching classroom: two university student narratives from Japan. Asian Englishes, 18(1), 2-18.
Rudolph, N., Selvi, A.F. & Yazan, B. (2015). Conceptualizing and confronting inequity: Approaches within and new directions for the “NNEST movement”. Critical Inquiry in Language Studies, 12(1), 27-50.
Ruecher, T., & Ives, L. (2015). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly, 49(4), 733-756.
Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford, UK: Oxford University Press.
Shin, J., Eslami, Z.R., & Chen, W. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253-268.
Widdowson, H.G. (1994). The ownership of English. TESOL Quarterly, 28(2), 377-389.
Yazan, B., & Rudolph, N. (eds.). (2018). Criticality, teacher identity, and (in)equity in English language teaching. Dordrecht: Springer.
Yeh, A. (2002). Teaching English in Taiwan: Issues of inequality and low motivation. English Today, 18(4), 50-52.
Cogo, A., & Dewey, M. (2012). Analysing English as a Lingua Franca: A corpus-driven investigation. London, New York: Continuum.
Connelly, F.M., & Clandinin, D.J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209.
Faez, F. (2011). Are you a native speaker of English? Moving beyond a simplistic dichotomy. Critical Inquiry in Language Studies, 8(4), 378-399.
Fang, F. (2011). International cultures in the framework of World Englishes: What should EFL teachers do? The Journal of Asia TEFL, 8(1), 111-137.
Fang, F. (2015). An investigation of attitudes towards English accents at a Chinese university. Unpublished Doctoral Thesis, University of Southampton.
Fang, F. (2016). “Mind your local accent”: Does accent training resonate to college students’ English use?. Englishes in Practice, 3(1), 1-28.
Fang, F. (2017). English as a lingua franca: Implications for pedagogy and assessment. TEFLIN Journal, 28(1), 57-70.
Fang, F. (2018). Glocalization, English as a Lingua Franca and ELT: Reconceptualizing identity and models for ELT in China. In: Y. Bedrettin, & R. Nathanael (Eds.), Criticality, teacher identity, and (in)equity in English language teaching: Issues and implications (pp. 23-40). Dordrecht: Springer.
Golombek, P., & Jordan, S.R. (2012). Becoming ‘black lambs’ not ‘parrots’: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly, 39(3), 513-533.
Gray, J. (2010). The branding of English and the culture of the new capitalism: Representations of the world of work in English language textbooks. Applied Linguistics, 31(5), 714-733.
Guilherme, M. (2002). Critical citizens for an intercultural world. Clevedon: Multilingual Matters.
Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
Holliday, A. (2006). Native-speakerism. ELT Journal, 60(4), 385-387.
Houghton, S.A., & Rivers, D.J. (2013). Native-speakerism in Japan: Intergroup dynamics in foreign language education. Bristol: Multilingual Matters.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and identity. Oxford: Oxford University Press.
Kabel, A. (2009). Native-Speakerism, stereotyping and the collusion of Applied Linguistics. System, 37(1), 12-22.
Kachru, B.B. (ed.). (1992). The other tongue: English across cultures. Urbana and Chicago: University of Illinois Press.
Kubota, R. (2004). Critical multiculturalism and second language education. In: B. Norton, & K. Toohey, (eds.), Critical pedagogies and language learning (pp. 30-52). Cambridge: Cambridge University Press.
Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474-494.
Kumaravadivelu, B. (2003). A postmethod perspective on English language teaching. World Englishes, 22(4), 539-550.
Kumaravadivelu, B. (2006). Dangerous liaison: globalization, empire and TESOL. In J. Edge, (ed.), (Re-)Locating TESOL in an Age of Empire (pp. 1-26). Basingstoke: Palgrave MacMillan.
Kumaravadivelu, B. (2016). The Decolonial option in English Teaching: Can the subaltern act?. TESOL Quarterly, 50(1), 66-85.
Leung, C., Harris, R. & Rampton, B. (1997). The idealised native speaker, refined ethnicities, and classroom realities. TESOL Quarterly, 31(3), 543-560.
Li, W. (2016). New Chinglish and the post-multilingualism challenge: Translanguaging ELF in China. Journal of English as a Lingua Franca, 5(1), 1-25.
Lippi-Green, R. (2012). English with an accent: Language, ideology, and discrimination in the United States, (2nd ed.). Abingdon, New York: Routledge.
Liu, J. (1999). Nonnative-English-speaking professionals in TESOL. TESOL Quarterly, 33(1), 85-102.
Mahboob, A. (2010). The NNEST Lens: Nonnative English speakers in TESOL. Newcastle Upon Tyne: Cambridge Scholars Press.
Miyazato, K. (2009). Power-Sharing between NS and NNS teachers: Linguistically powerful AETs vs. culturally powerful JTEs. JALT Journal, 31(1), 35-62.
Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315-348.
Pavlenko, A. (2003). “I never knew I was a bilingual”: Reimagining teacher identities in TESOL. Journal of Language, Identity & Education, 2(4), 251-268.
Platt, J.T., Weber, H., & Ho, M.L. (1984). The new Englishes. London, Melbourne: Routledge & Kegan Paul.
Quirk, R. (1990). Language varieties and standard language. English Today, 6(1): 3-10.
Rudolph, N. (2016). Negotiating borders of being and becoming in and beyond the English language teaching classroom: two university student narratives from Japan. Asian Englishes, 18(1), 2-18.
Rudolph, N., Selvi, A.F. & Yazan, B. (2015). Conceptualizing and confronting inequity: Approaches within and new directions for the “NNEST movement”. Critical Inquiry in Language Studies, 12(1), 27-50.
Ruecher, T., & Ives, L. (2015). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly, 49(4), 733-756.
Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford, UK: Oxford University Press.
Shin, J., Eslami, Z.R., & Chen, W. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253-268.
Widdowson, H.G. (1994). The ownership of English. TESOL Quarterly, 28(2), 377-389.
Yazan, B., & Rudolph, N. (eds.). (2018). Criticality, teacher identity, and (in)equity in English language teaching. Dordrecht: Springer.
Yeh, A. (2002). Teaching English in Taiwan: Issues of inequality and low motivation. English Today, 18(4), 50-52.
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2018-10-31
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