Using Ontologies of English

Wicaksono, Rachel; Hall, Christopher

doi:10.1017/9781108685153.019

Cited by 4 publications

(1 citation statement)

References 14 publications

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“…Second, the exponential growth in information technologies and social-networking sites charted new territories and transformed advocacy-oriented professional groups (e.g., NNEST Facebook Group, TEFL Equity Advocates website, Multilinguals in TESOL Blog, Twitter hashtags, and accounts focusing on discrimination, among others) into the digital world. Third, recent scholarship has advocated that (in)equity, privilege, and marginalization in ELT are not uniformly experienced within (i.e., by both NESTs and NNESTs in a context-dependent manner) and across (i.e., not only by NNESTs, therefore invalidating universalized generalizations) closed categories of identity (Rudolph, 2019; Rudolph et al, 2015; Wicaksono, 2020). Moreover, together with personal and professional traits (e.g., race, ethnicity, country of origin, gender, religion, sexual orientation, schooling, passport/visa status, and physical appearance, among others), (perceived/ascribed) “nativeness” should be conceptualized in an intersectional manner as “part of a larger complex of interconnected prejudices” (Houghton & Rivers, 2013, p. 14).…”

Section: Introduction: Towards a Professional Movementmentioning

confidence: 99%

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions

Selvi,

Yazan,

Mahboob

2023

Lang. Teach.

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Recently, we have been witnessing the emergence of scholarly interest and professional advocacy efforts centering on systemic, intersectional, fluid, and contextualized inequalities and dynamic hierarchies constructed by essentialized and idealized (non)native speakerhood (speakerism/speakering) and its personal and professional implications for English language teaching (ELT) profession(als). This critical literature review aims to portray, examine, and guide the existing scholarship focusing on a myriad of issues related to ELT professionals traditionally conceptualized as “native” and “non-native” English-speaking teachers. We come to a working conclusion that (non)native speaker/teacherhood is an epistemologically hegemonic, historically colonial, contextually enacted (perceived and/or ascribed), and dynamically experienced socio-professional phenomenon intersecting with other categories of identity (e.g., race, ethnicity, country of origin, gender, religion, sexuality/sexual orientation, social class, schooling, passport/visa status, and physical appearance, among others) in making a priori connections and assertions about individuals as language users and teachers and thereby forming discourses and practices of (in)equity, privilege, marginalization, and discrimination in ELT.

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