Research over the past decades has demonstrated the harmful effects of native speakerism in English language teaching, including how perceptions of native speaker status are deeply intertwined with race and national identity. Recently, scholars have begun to investigate how teacher training programs might push back on native speakerism by providing classroom opportunities for students to challenge their assumptions about native speakers. This article discusses the disruptive potential of an online intercultural learning activity in which MA TESL students in Sri Lanka communicated through digital platforms with undergraduates in New York City. Drawing on data from interviews and students’ online writing, this study suggests that, as students shared videos and “linguistic landscape” images and discussed language differences, the MA TESL students confronted linguistic and racial diversity in the United States, recognizing the presence of dialects like African American Vernacular English and drawing on shared English as a second language status to gain confidence in communicating internationally. Ultimately, both groups of students began to question their beliefs about the superiority of inner circle speakers. The article concludes by discussing the benefits of the increased awareness of linguistic variation, considering how this might encourage teachers to move beyond native speaker standards in the classroom, and offering practical suggestions for implementing similar projects.
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.