The ghost of nativespeakerism: The case of teacher classroom introductions in transnational contexts

Zacharias, Nugrahenny T.

doi:10.1002/tesj.499

Cited by 21 publications

(9 citation statements)

References 20 publications

(36 reference statements)

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“…Under this fallacy, many English language learners pursue illusive language standards and language purity to emulate native speakers and win a comparably honourable native-speaker status. In fact, this unattainable goal of language learning with the ideology of linguistic purism constructs the monolingual and monocultural priority in ELT (Wang & Fang, 2020;Zacharias, 2019) or even perpetuates the ideal of whiteness in ELT (Kubota, 2021;Ruecker & Ives, 2015). The nativespeakerism ideology also discourages the display of multilingual, multicultural and multisemiotic repertoires as well as the manifestation of linguistic hybridity in dynamic language contact and pluralingual situations.…”

Section: Figure 2 a Comparison Of The Global Englishes And Translangu...mentioning

confidence: 99%

Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education

Fang¹,

Xu²

2022

TESL-EJ

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This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be recognised and incorporated into current English language education. It further asserts the need to regard the two paradigms as complementary but possibly conflated in future English language education. If the notion of Global Englishes aims to incorporate some issues in English language education, including linguistic imperialism, language policy and planning, translanguaging brings that aspiration into classroom discourse. Both policy makers and language practitioners should recognise the commonalities of Global Englishes and translanguaging to be conflated in current English language education. This paper discusses some proposals for how these two paradigms can be incorporated into English language education from the perspectives of 1) critical pedagogy in applied linguistics and 2) decolonising pedagogy for the inclusion of minority/indigenous languages in language education. This paper concludes that English language education, as well as language education in general, has the multilingual and translinguistic opportunity to promote diversity and inclusion of language use. The field of teaching English as a second/foreign/additional language should address the need for diversity and inclusion in language education from the perspective of Global Englishes and translanguaging not as lip service but by implementing these proposals into practice.

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Section: Figure 2 a Comparison Of The Global Englishes And Translangu...mentioning

confidence: 99%

Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education

Fang¹,

Xu²

2022

TESL-EJ

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“…Liu's (2014) autoethnograpy looks into the issue of identity in a foreign language as a learner at different stages of the learning journey and different social cultural contexts. Solano-Campos (2014) and Zacharias (2019) examine their own experience as non-native English speaking teachers in the United States. Similarly, Manara's (2017) autoethnograpy explores phases of identity (re)construction as a language teaching professional in relation to the 'native' and 'non-native' labels.…”

Section: Autoethnographymentioning

confidence: 99%

Language Teaching Methodology as a Lived Experience: An Autoethnography from China

Liu

2020

RELC Journal

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Research in language pedagogy often falls into the positivist trap of taking a desirable methodology as the ontological center and evaluating teachers’ teaching against it. Inspired by Snider et al.’s (1992) enactment approach to curriculum development, this article takes language teaching methodology as the lived experiences of students and teachers. From multiple roles and perspectives, the author recollects his personal history with different methodologies in English education in China from the 1980s to 2010s. Through this autoethnographic exploration, the author reflects on the shifting landscape of English education in China through the lens of his pedagogical lived experiences. The article also aims to rectify methodology as a theoretical construct in language education research, arguing that the gap between planned methodology and enacted methodology is the most fruitful space for pedagogical research in language education.

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“…Other studies have explored White teachers' navigations of morality in South Korea (West, 2019) and native speakers' reactions to changes in local policy which threatened their privileged positioning in English teaching in South Korea (Jenks & Lee, 2020). Non-native teachers have shared their experiences navigating their self-value as educators and as non-native speakers (Sung, 2011;Zacharias, 2019). Non-native speaking MA TESL students in Sri Lanka and native U.S. undergraduates also reported challenging their own misconceptions about each other through a cultural exchange project (Schreiber, 2019).…”

Section: White Native-speakerism Research In Eltmentioning

confidence: 99%

“…There are also impacts on students when the standard for their legitimacy as English users and speakers is reliant on a standard that is largely dependent on birth (Gerald, 2020b) and the impetus for marginalized racialized communities to remove themselves from oppression is placed on their ability to modify their language practices (Flores, 2020). Teachers may internalize a negative self-image if they do not meet the White native speaker standard and do not see themselves represented as legitimate in the profession (Lowe & Pinner, 2016;Zacharias, 2019). Such ideology may include a form of Othering of Western native speakers and "reduc[e] them to tokens and commodities" (Lowe & Lawrence, 2018, p. 164).…”

Section: Impactsmentioning

confidence: 99%

“…This article draws awareness to Whiteness as a centered and reinforced phenomenon in global ELT which contributes to discriminatory practices against English educators and learners who do not conform to White norms 1 (Charles, 2019;Gerald, 2020aGerald, , 2020bKumaravadivelu, 2016;Lowe & Lawrence, 2018;Matias & Mackey, 2016;Ruecker, 2011;Schreiber, 2019;Zacharias, 2019). Language is not a neutral tool (Pennycook, 2017) and carries political implications in the ideologies that accompany its use, learning, and teaching.…”

Section: Introductionmentioning

confidence: 99%

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Reinforcement of White Native-Speakerism: An Analysis of English Language Teacher Training Materials

Brittain

2020

GATESOL in Action Journal

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This article draws awareness to Whiteness as a centered phenomenon in ELT which contributes to discriminatory practices through reliance on and privileging of White norms on a global scale. This study sought to address this issue through a critical discourse analysis of 14 English as a foreign language (EFL) open-source teacher training modules with the following guiding question: How are ideologies that reinforce White native-speakerism demonstrated in open-source English teaching methodology training materials designed for global ELT audiences? Critical Whiteness Studies (CWS; Nayak, 2007), the concept of native-speakerism (Holliday, 2006), and the ‘native speaker’ frame (Lowe, 2020) informed the theoretical assumptions of the study. Critical Discourse Studies (CDS; Wodak & Meyer, 2015) provided an analytical lens to examine discourses of power and framing of ideology in the texts. The main thread that emerged from the analysis was an avoidance of stance, demonstrated through contradictory, simultaneous representations of resistance to and reinforcement of ideologies of White native-speakerism. This avoidance of stance is exemplified through representation of language varieties, the emergence of a monolingual view of teaching, representations of culture, and the framing of authenticity. Keywords: White native-speakerism, Whiteness, English teacher training, training materials, English as a foreign language (EFL), English language teaching (ELT), reinforcement, resistance

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The ghost of nativespeakerism: The case of teacher classroom introductions in transnational contexts

Abstract: Although the field of TESOL has attempted to move be-the classroom and this functions as "a form of argument" (Maclure, 1993, p. 12) to project the most viable teacher identity.

Cited by 21 publications

References 20 publications

Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education

Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education

Language Teaching Methodology as a Lived Experience: An Autoethnography from China

Reinforcement of White Native-Speakerism: An Analysis of English Language Teacher Training Materials

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