4. Native-speakerism and the betrayal of the native speaker language-teaching professional

Rivers, Damian J.; Zotzmann, Karin

doi:10.1515/9781501503085-005

Cited by 11 publications

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“…The ideology of native-speakerism inherently consists of unequal power relations that are generally to the disadvantage of NNSs. Although it is uncommon, native speakers are also occasionally affected by this ideology (Lowe & Kiczkowiak, 2016;Rivers, 2017;Waters, 2007). One of the most important consequences of native-speakerism is the differential labeling of English teachers as native-English-speaking teachers (NESTs) or nonnative-English-speaking teachers (NNESTs).…”

Section: Introductionmentioning

confidence: 99%

Öğretmen Adaylarının ‘yerli konuşmacılık’ İdeolojisini Nasıl Algıladıkları

Tatar

2019

Sakarya University Journal of Education

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This qualitative study explores the opinions of 23 preservice teachers on native-speakerism in the English language teaching (ELT) profession. The participants were asked to respond to a prompt in writing, with reference to the situation in Turkey. They were at the same time doing a practicum, so they were able draw on their experiences in their cooperating schools, where foreign teachers were part of the staff. Their essays reflected a particular concern with discrimination in hiring practices and a strong rejection of the native-Englishspeaker teacher (NEST) / non-native-English-speaker teacher (NNEST) divide. They also exhibited an awareness of other paradigms such as a lingua franca (ELF) and World Englishes (WE).

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Section: Introductionmentioning

confidence: 99%

Öğretmen Adaylarının ‘yerli konuşmacılık’ İdeolojisini Nasıl Algıladıkları

Tatar

2019

Sakarya University Journal of Education

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“…Many scholars (e.g. Houghton & Rivers, 2013;Llurda, 2016;Rivers, , 2017, however, claimed that most studies undertaken within the movement were biased towards one group of teachers, NNESTs, by promoting the victimised identities of NNESTs at the expense of the other group, NESTs. They argued that the NNEST movement's efforts fail to acknowledge the professional status of NESTs by suggesting that they are merely qualified by birth and "praised on largely imagined criteria rather than on professional or academic measures of ability" (Rivers & Ross, 2013, p.52).…”

Section: The Dichotomy Between Nests and Nnestsmentioning

confidence: 99%

“…These publications have been strongly criticised as biased by many scholars (e.g. Houghton & Rivers, 2013;Llurda, 2016;Rivers, , 2017Selvi, 2010Selvi, , 2014, because of their disregard for NESTs' personal and professional experiences and other kinds of identity ascriptions and because of their portrayal of NESTs as monolinguals, merely qualified for ELT by birth. Most of these "critiqued" studies have focused only on one group of English teachers (i.e.…”

Section: Contributions To the Fieldmentioning

confidence: 99%

“…Furthermore, given the fact that English has become the world's lingua franca and multilingualism has become the norm in the global society, the NEST/NNEST dichotomy needs to be reconceptualised by taking into account the multiple identities of the diverse population of Moreover, previous studies have been largely critiqued as being insufficiently theorised and confined to defining the qualities of each group without considering the experiences of the individual members of these groups and the influential factors in their context (Aneja, 2016a(Aneja, , 2016bRivers, 2017). Recent scholarship (e. g., Aneja, 2017;Pablo, 2011), however, has started to shed light on the negotiation of teachers' personal, social and professional identities without holding presupposed identity framings, and to explore the impact of this negotiation on their professional advancement and pedagogical approaches.…”

Section: Contributions To the Fieldmentioning

confidence: 99%

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Beyond and within the NS/NNS discourses: English teaching in the Saudi PYPs

Alshammari¹

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In the field of TESOL (Teaching English to Speakers of Other Languages), the emergence of studies and scholarly publications questioning the dichotomy between Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) has been gradually gaining momentum over the last 25 years. Tensions resulting from this dichotomy have contributed to the "NNEST movement" which seeks to problematise the contested categories of "NS" and "NNS" and to advocate for non-discriminatory practices in the TESOL profession. With the purpose of advancing the movement's research agenda and responding to the call for research into post-recruitment, context-specific situated experiences, this qualitative case study explores how the NEST/NNEST division plays out in the Preparatory Year Programs (PYP) in two KSA (Kingdom of Saudi Arabia) universities. A central part of this study is an investigation of the lived experiences of three groups of English teachers working side by side in these programs: NESTs, Saudi NNESTs and NNESTs from overseas, the latter in particular representing a largely under-researched group in the literature. Although this research does align with previous work within the NNEST movement, it goes beyond it in that English teachers, both NESTs and NNESTs, are negatively influenced by the discourses of native-speakerism, and they are not necessarily the ones to blame for this impact; they cannot be perceived as opponents and, most importantly, they cannot be restricted to the NEST/NNEST identities. This study draws on data from three sources: 25 online advertisements, 18 demographic profiles and face-to-face semi-structured interviews with 18 practicing teachers (six from each group). The analysis, interpretation and in-depth discussion of these data are articulated around three themes, each presented in a core chapter. First, Becoming focuses on recruitment strategies in the PYPs; second, Being centres on the participants' positioning within English teaching in the Saudi PYPs and the third and final chapter focuses on Reflecting and present teacher-participants' views on speakerhood. With respect to how job recruitment takes place in these programs, analysis of the data reveals discourses of inequity underpin many descriptions of job requirements in the Saudi PYP context. Ninety-two percent of the job advertisements analysed used speakerhood status or nationality as essential requirements, which indicates "unjustified" professional hierarchies. The most required qualification in these PYP job advertisements was CELTA (Certificate in English Language Teaching to Adults). According to the analysis of the participants' opinions, CELTA appeared to replace the NS status requirement; that is to say, employers seemed to use this qualification rather than speakerhood in their hiring practices. However, CELTA does not escape criticism as an English teaching qualification and it will be argued that it acts as a colonialist tool in the ELT Publications during candidature "No publications" Publications in...

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Dialogicality and Racialized Discourse in TESOL Recruitment

Savski

2021

TESOL Quarterly

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The investigation and unmasking of racial inequality have been one of the cornerstones of the critical turn in TESOL, so much so that a significant body of literature on the topic now exists. Yet, there is often a lack of reflection on the fact that discourse surrounding contentious social issues like race is inherently dialogical in that it consists of constant interaction between different voices (heteroglossia) and ideologies (polyphony). This paper presents the findings of a study focussing on the dialogicality of discourse surrounding the recruitment of non-local teachers of English in Thailand. This research, framed by the existence of significant inequalities between teachers of different nationalities and ethnic backgrounds in the Thai educational system, examined the role race played in interactions in a Facebook group for non-local teachers of English seeking employment in Thailand. The analysis focussed on identifying points of struggle, salient topics around which particularly intensive concentrations of dialogicality could be found. Two are presented in this paper, the struggle for discursive space to debate racial inequality and the struggle over the assignment of victimhood and perpetratorhood. I conclude by arguing for more attention to be paid to how global inequalities in TESOL are debated and challenged locally.

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4. Native-speakerism and the betrayal of the native speaker language-teaching professional

Cited by 11 publications

References 0 publications

Öğretmen Adaylarının ‘yerli konuşmacılık’ İdeolojisini Nasıl Algıladıkları

Öğretmen Adaylarının ‘yerli konuşmacılık’ İdeolojisini Nasıl Algıladıkları

Beyond and within the NS/NNS discourses: English teaching in the Saudi PYPs

Dialogicality and Racialized Discourse in TESOL Recruitment

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