This edited volume provides a set of cutting-edge research on native speakerism and how the concept of the native speaker is still present in the teaching of English as a global language.
The chapters each take a critical stance on the concept of native speaker and thus deconstruct it so that the reader can construct their own vision of language use, language acquisition and language teaching in an unbiased way, detached from myths and fallacies that have permeated in language education up until today. Though the book is contextualized within the teaching of English as an International Language, its contributions and argumentations are also illuminating for any other language teaching context. Research included in this volume is empirical, thus providing rich data to support critical argumentation, and ensuring a global overview of studies conducted in Asia, Europe, and the Americas.
A unique reference for students, scholars and practitioners interested in the native speaker construct and its effect on language teachers identities, general language teaching practices and advancing the field of applied linguistics.
Contents
Series Foreword
List Contributors
Chapter
1. Bringing down the wall of native-speakerism in English language
teaching
Enric Llurda
Section 1: The pervasiveness of the native speaker construct in the Expanding
Circle
Chapter
2. Native-speakerism in Catalan private language schools: recruiters
perspectives
Júlia Calvet-Terré & Enric Llurda
Chapter
3. Between Tradition and Globalization: Native-Speakerism in Poland
Tomasz Paciorkowski
Chapter
4. Social media English teaching and Native-speakerism in Japan
Yuzuko Nagashima & Luke Lawrence
Chapter
5. English Language Education Policies in Latin America and the
Perpetuation of Native-speakerism
Adriana González
Section 2: The emergence of new identities beyond the native speaker
construct
Chapter
6. Understanding the mechanisms of the Ghost of native-speakerism
through unpacking my silent moments: An autoethnography
Nugrahenny Zacharias
Chapter
7. The Impact of Native-Speakerism on Culture Teaching Practices of
Secondary ELT Teachers in Thailand
Nattida Pattaraworathum & Will Baker
Chapter
8. Translingual English teachers and students desires for the
concept of native speaker in Japan
Ryo Mizukura
Chapter
9. The hybridity of English as an international language in Asia
Jette G. Hansen Edwards
Section 3 - Teacher training initiatives dismantling the native speaker
construct
Chapter
10. Re-assessing nativeness for a Global Englishes-informed language
teacher education
Martin Dewey
Chapter
11. English as lingua franca, native-speakerism, ideology and
framing: An investigation of the beliefs of teacher trainees in Japan
Robert J. Lowe
Chapter
12. Decolonizing teacher education: Digitally unveiling
native-speakerism in ELT through ELF Pedagogy
Inmaculada Pineda
Index
Enric Llurda is a Professor of Applied Linguistics at Universitat de Lleida, in Catalonia (Spain). His interests include native-speakerism, global Englishes, internationalization, language attitudes and ideologies. He is the editor of the 2005 volume Non-native Language Teachers: Perceptions, Challenges and Contributions to the Profession, and has published extensively in journals and edited volumes on native-speakerism, non-native teachers, and language teacher identity.
