‘Asians’ and ‘Westerners’: examining the perception of ‘(non-)native’ migrant teachers of English in Thailand

Comprendio, Luke Jobert Earl Vencer; Savski, Kristof

doi:10.1080/01434632.2019.1630419

Cited by 15 publications

(9 citation statements)

References 36 publications

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“…On the other hand, if they found difficulties in hiring teachers from inner-circle countries, they prefer to hire one from the Philippine. Another case of discrimination regarding recruitment is found in Thailand; that is, even in a condition where hiring NNEST is way cheaper, NEST will still be the first choice if resources are available (Comprendio & Savski, 2019). Furthermore, Fang (2018) found that local English teachers were treated differently and considered less useful than English teachers who were considered native speakers.…”

Section: Native-speakerismmentioning

confidence: 99%

“…Many studies have examined the existence of discrimination due to native-speakerism ideology in various educational implementation practices such as in the preference of English teacher selection which prefers teachers who are considered native speakers, such as in Indonesia, Thailand, Vietnam (Comprendio & Savski, 2019;Doan, 2016;Fang, 2018). Specifically in Indonesia, there have been many studies discussing native-speakerism ideology from the perspective of Indonesian students such as research conducted by Adara, (2019), Alghazo and Zidan (2019), Setiawan (2006), andSilalahi (2019).…”

Section: Native-speakerismmentioning

confidence: 99%

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“I Have to Teach The ‘English’ English”: Native-speakerism Ideology among the English Teachers

Harsanti

Manara

2021

Indonesian J. Appl. Linguist.

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Native-speakerism is a crucial issue to discuss in ELT, especially related to the different ideological views on World Englishes and ‘standard’ English. Differences in ideology about English and its variations have an impact on the English teaching implementation. Many studies have examined discrimination practices driven by native-speakerism ideology in educational contexts such as in the preference of English teacher recruitment which prefers teachers who are considered as native speakers. Although studies have discussed native-speakerism ideology, not many studies have discussed native-speakerism ideology from the perspective of English teachers in Indonesia. This study, therefore, aims to find out how widespread this ideology is among English teachers of a private school in metropolitan Jakarta. It seeks to explore the dimensions of native-speakerism in the various aspects of the English teaching profession. This study is interview-based research with seven participants. Data collection was done by conducting individual interviews for 30-40 minutes which then were analyzed descriptively to identify the recurring themes. The results showed that there were traces of native speakerism ideology among the English teachers in Permata schools that views English from a purist perspective towards the language and its culture. This purist perspective is reflected from how they defined native-speakers of English and depicted the ownership of English, language learning and teaching beliefs, and their teaching practices.

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Section: Native-speakerismmentioning

confidence: 99%

Section: Native-speakerismmentioning

confidence: 99%

“I Have to Teach The ‘English’ English”: Native-speakerism Ideology among the English Teachers

Harsanti

Manara

2021

Indonesian J. Appl. Linguist.

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“…That is, some Thai teachers argued that many NESs had not graduated nor did they hold any certificates related to English language teaching (ELT) or English as a second language (ESL), yet they were still hired to teach Thai students. However, when it comes to NNTs including Thai teachers, the recruitment process becomes stricter (e.g., requiring a master's degree in a relevant field) (Comprendio & Savski, 2020;Phothongsunan & Suwanarak, 2008).…”

Section: Negative Effects Of Native Speakerism On Thai Teachers Of English Languagementioning

confidence: 99%

Revisiting Effects of Native Speakerism on Thai Teachers and Students in the Age of English as a Lingua Franca

Huttayavilaiphan¹

2021

ELT

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Currently, the role of English language has changed from being a language used among native English speakers (NESs) to being a language spoken by people of various backgrounds or known as English as a lingua franca (ELF). This phenomenon has affected different aspects of global English usage and users across the world. However, in Thailand, this issue does not seem to be taken into account with regard to English language teaching (ELT) and learning practices as different ELT stakeholders continue to conform to traditional teaching methods related to NESs. This action is reflected in an English language ideology called ‘native speakerism’ which has long been entrenched in Thai society. It has repeatedly caused different problems for both Thai teachers and students of English language until the present day. This review article aims to demonstrate the impacts of the native speakerism ideology on Thai teachers and students of English language in the period of English as a global lingua franca. The article begins with an explanation of how the changes of role and status of English challenge traditional perspectives of English language and how the ELT industry around the world, including in Thailand, should adapt to such changes. Then, the article gives brief conceptualizations of native speakerism and its effects on English teachers and students. Finally, it moves on to discuss the native speakerism ideology in Thailand and reports different negative effects of native speakerism on Thai teachers and students of English language.

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“…Further differences may be found with regard to gender (migration from white‐majority nations tends to be mostly male) and age (many teachers from white majority nations are retirees or close to retirement age) (Howard, 2008; 2009). A key contrast, however, is in the symbolic and economic capital afforded to these groups, with white teachers typically viewed as more prestigious hires and commanding higher salaries than teachers of color (Comprendio & Savski, 2020; Hickey, 2018).…”

Section: Research Context: Recruitment Of Non‐local English Teachers ...mentioning

confidence: 99%

“…Specifically, while much scholarly attention has been paid to how inequality on the basis of race (and/or non‐nativeness) is legitimated in discourse (see e.g. Comprendio & Savski, 2020; Jenks, 2019; Ramjattan, 2019; Ruecker & Ives, 2015) and how it is experienced (see e.g. Appleby, 2013; Hickey, 2018; Rich & Troudi, 2006; Stanley, 2013; West, 2019), comparably little work has examined how such legitimation is challenged or how grass‐roots resistance to it is formed.…”

Section: Introductionmentioning

confidence: 99%

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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‘Asians’ and ‘Westerners’: examining the perception of ‘(non-)native’ migrant teachers of English in Thailand

Cited by 15 publications

References 36 publications

“I Have to Teach The ‘English’ English”: Native-speakerism Ideology among the English Teachers

“I Have to Teach The ‘English’ English”: Native-speakerism Ideology among the English Teachers

Revisiting Effects of Native Speakerism on Thai Teachers and Students in the Age of English as a Lingua Franca

Dialogicality and Racialized Discourse in TESOL Recruitment

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