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E-raamat: Uncovering Ideology in English Language Teaching: Identifying the 'Native Speaker' Frame

  • Formaat: PDF+DRM
  • Sari: English Language Education 19
  • Ilmumisaeg: 02-Jul-2020
  • Kirjastus: Springer Nature Switzerland AG
  • Keel: eng
  • ISBN-13: 9783030462314
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Uncovering Ideology in English Language Teaching: Identifying the 'Native Speaker' FrameSuurem pilt
  • Formaat: PDF+DRM
  • Sari: English Language Education 19
  • Ilmumisaeg: 02-Jul-2020
  • Kirjastus: Springer Nature Switzerland AG
  • Keel: eng
  • ISBN-13: 9783030462314
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This book introduces the concept of the ‘native speaker’ frame: a perceptual filter within English Language Teaching (ELT) which views the linguistic and cultural norms and the educational technology of the anglophone West as being normative, while the norms and practices of non-Western countries are viewed as deficient. Based on a rich source of ethnographic data, and employing a frame analysis approach, it investigates the ways in which this ‘native-speaker’ framing influenced the construction and operation of a Japanese university EFL program. While the program appeared to be free of explicit expressions of native-speakerism, such as discrimination against teachers, this study found that the practices of the program were underpinned by implicitly native-speakerist assumptions based on the stereotyping of Japanese students and the Japanese education system. The book provides a new perspective on debates around native-speakerism by examining how the dominant framing of a program may still be influenced by the ideology, even in cases where overt signs of native-speakerism appear to be absent.


1 Setting the Scene: Motivation, Location, and Methods
1(16)
1.1 Why This Book? Motivations for the Research
1(1)
1.2 Akarenga University and the DACP
2(1)
1.2.1 Akarenga University
2(1)
1.2.2 The Discussion and Communication Program
3(1)
1.3 Research Questions
3(1)
1.4 Research Methods: Data Collection and Analysis
4(5)
1.4.1 Critical Ethnography
4(1)
1.4.2 Field Notes and Participant Observation
5(1)
1.4.3 Interviews
6(2)
1.4.4 Documents and Artifacts
8(1)
1.5 Data Analysis
9(3)
1.5.1 Grounded Theory
10(1)
1.5.2 The `Native Speaker' Frame
10(1)
1.5.3 Frame Analysis
11(1)
1.6 Conclusion
12(5)
References
12(5)
Part I Theorising the `Native Speaker' Frame
2 `Native Speakers' and Native-speakerism
17(30)
2.1 Introduction
17(1)
2.2 Historical Perspectives on Standardization and the `Native Speaker'
17(2)
2.3 The `Native Speaker' in Theoretical and Applied Linguistics
19(5)
2.3.1 Theoretical Linguistics
19(1)
2.3.2 The `Native Speaker' in Applied Linguistics
20(1)
2.3.3 Attempts to Define the `Native Speaker'
20(2)
2.3.4 The `Native Speaker' as a Social Construct
22(1)
2.3.5 The Use of `Native Speaker' in This Book
23(1)
2.4 Native-speakerism in ELT: Ideology, Power and Professional Discourses
24(13)
2.4.1 Theoretical Precursors to Native-speakerism
24(2)
2.4.2 Native-speakerism, Professional Discourses and Issues in the Field
26(5)
2.4.3 Semantic Shift, Redefinition and `Post-native-speakerism'
31(6)
2.5 Native-speakerism and Cultural Resistance
37(2)
2.6 Conclusion
39(8)
References
40(7)
3 The `Native Speaker' Frame: Establishing a Theoretical Framework
47(32)
3.1 Introduction
47(1)
3.2 Framing, Frame Analysis, and Ideology
47(7)
3.2.1 Frames and Framing
48(1)
3.2.2 Collective Action Frames
49(1)
3.2.3 Frames and Ideology
49(2)
3.2.4 Frame Analysis
51(3)
3.3 Systemic Racism and the White Racial Frame
54(2)
3.3.1 Systemic Racism
54(1)
3.3.2 The White Racial Frame
55(1)
3.4 Conceptualising the `Native Speaker' Frame
56(3)
3.4.1 Native-speakerism in Retreat
57(1)
3.4.2 Conceptualizing the Frame
57(2)
3.5 Constructing the `Native Speaker' Frame: Professional Discourses
59(9)
3.5.1 The Idealized `Native Speaker'
60(1)
3.5.2 Western Methodological Normativity
61(2)
3.5.3 Non-Western Methodological and Educational Inferiority
63(1)
3.5.4 Methodological Standardization
64(1)
3.5.5 English-Only
65(1)
3.5.6 Students and Cultural Deficiency
66(2)
3.6 Resistance: Reframing, Counter-Framing, and Frame Transformation
68(2)
3.7 Conclusion: The `Native Speaker' Frame as a Theoretical Framework
70(9)
References
72(7)
Part II Identifying the `Native Speaker' Frame 4 Equality in a `Professional Utopia'
79(106)
4.1 Introduction
79(1)
4.2 Instructor Equality
80(11)
4.2.1 Hiring and Contacts
81(2)
4.2.2 Duties and Responsibilities of Instructors
83(5)
4.2.3 Images and Advertising
88(1)
4.2.4 Perceptions of Teachers
89(2)
4.3 Reasons for Equality
91(8)
4.3.1 Institutional and Personal Reasons: Diversity as an Intrinsic Good
91(3)
4.3.2 Professional Reasons: English as a Tool, and `Doing the Job'
94(5)
4.4 Professionalism in the Context of the Unified Curriculum
99(3)
4.5 Conclusion: Equality, and the Retreat of Overt Native-Speakerism
102(3)
References
103(2)
5 Educational Technology and the `Native Speaker' Frame
105(30)
5.1 Introduction
105(1)
5.2 Four Native-Speakerist Discourses
105(2)
5.3 Discourse 1: Japanese Educational Technology Is Inherently Deficient
107(6)
5.4 Discourse 2: Western Educational Technology Is Normative
113(8)
5.4.1 Lesson Staging: PPP and the `Akarenga Method'
114(2)
5.4.2 A Notional/Functional Syllabus
116(2)
5.4.3 Learner-Centeredness
118(3)
5.5 Discourse 3: Students Need to Be Trained
121(8)
5.5.1 Trained in how to Communicate
122(3)
5.5.2 Trained in how they Should Learn
125(2)
5.5.3 Trained in What they Should Learn
127(2)
5.6 Discourse 4: English-Only Is the Best Policy
129(2)
5.7 Conclusion
131(4)
References
132(3)
6 Professionalism, Training, and Reinforcement
135(20)
6.1 Introduction
135(1)
6.2 Training, Orientation, and Reinforcement
136(1)
6.3 Centre Qualification Bias
137(2)
6.4 Orientation and the Instilling of Professional Expectation
139(3)
6.5 Observation, Development, and Reinforcement
142(7)
6.5.1 Observations
142(2)
6.5.2 Faculty Development Sessions
144(5)
6.6 Discussion
149(1)
6.7 Conclusion - `The Native Speaker' Frame' in the DACP
150(5)
References
152(3)
7 Official Policy and Acts of Cultural Resistance
155(20)
7.1 Introduction
155(2)
7.2 The Reading Circle: Introducing New Ideas
157(8)
7.2.1 Structure
158(1)
7.2.2 Freedom: Topics and Tone
159(2)
7.2.3 The Reading Circle as Cultural Resistance
161(4)
7.3 JDACP and `The Inverted Curriculum' -- Changing Perspectives
165(4)
7.3.1 Structure
165(1)
7.3.2 The JDACP as Cultural Resistance
166(1)
7.3.3 New Perspectives from the JDACP
167(2)
7.4 Defying the English-Only Policy
169(3)
7.5 Conclusion
172(3)
References
173(2)
8 Conclusion
175(10)
8.1 Introduction
175(1)
8.2 Major Findings
175(6)
8.2.1 Professional Equality
175(1)
8.2.2 The `Native Speaker' Framing of the DACP
176(2)
8.2.3 Training and Reinforcement
178(1)
8.2.4 Cultural Resistance
179(1)
8.2.5 Summary
180(1)
8.3 Implications
181(4)
References
183(2)
Appendices 185(2)
Index 187
Robert J. Lowe is a lecturer in the Department of English Communication, Tokyo Kasei University, Japan. He is the co-author of Teaching English as a Lingua Franca: The Journey from EFL to ELF (2018) and co-editor of Duoethnography in English Language Teaching: Research, Reflection, and Classroom Application (2020). 
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