scholarly journals Beyond ‘(non) native-speakerism’: Being or becoming a native-speaker teacher of English

2019 ◽  
Vol 10 (4) ◽  
pp. 677-703 ◽  
Author(s):  
Josie Leonard
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Language Teaching ◽  
Actor Network Theory ◽  
English Language Teaching ◽  
Global Perspectives ◽  
Native Speaker Teacher ◽  
The Ideal

AbstractThe labelling of teachers of English as either ‘native’ or ‘non-native’ speakers in the field of English Language Teaching continues to promote ideals of ‘native-speakers’ that impact negatively on the teaching lives of those teachers using English as another language. In this paper, I explore constructs of ‘native-speakerism’ (Holliday, Adrian. 2015. Native-speakerism: Taking the Concept Forward and Achieving Cultural Belief. In Anne Swan, Pamela Aboshiha & Adrian. Hollliday (eds.),Encountering Native-speakerism: Global perspectives, 11–25. Basingstoke: Palgrave Macmillan) by examining them as networks or assemblages formed through interactions of people, technologies, discourses and other material objects integral to teaching and learning environments. Drawing on ‘Actor-network theory’, I analyse unique influences of ‘native’ and ‘non-native’ networks as experienced by individual teachers of English from different contexts. The data collected in this qualitative study shows how ‘native-speaker’ networks form and exert power to reinforce the ideal of ‘native-speaker’ teachers, and restrict the agency of those who are classed as ‘non-native’. By unravelling these networks, I challenge the notions on which they are constructed, and show how the categorising of teachers in this way undermines the legitimacy of those classed as ‘non-native’, and limits their professional development. I therefore argue that moving beyond these labels is an essential step for English Language Teaching to move forward as a profession.

scholarly journals An analysis of lexicon in Omani English language teaching: challenges from teaching and learning perspectives

2016 ◽  
Vol 6 (2) ◽  
pp. 27
Author(s):  
Rahma Al-Mahrooqi ◽  
Faisal Al-Maamari ◽  
Christopher Denman
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
Consistency Ratio ◽  
Word Lists ◽  
English Textbooks ◽  
The Ideal

Textbooks are indispensable in most formal education settings. However, many teachers believe weaknesses in textbooks can result in ineffective learning and teaching. This research uses a corpus-based approach to identify issues related to vocabulary with a particular focus on English textbooks in use in Omani schools. WordSmith Tools and RANGE concordance software are used to analyze these textbooks. Findings indicate that there are irregularities in vocabulary loading and that the types, tokens, density and consistency ratio show inconsistencies. Moreover, in terms of the coverage of GSL and AWL word lists, the textbooks fall short of the ideal range of 95% to 98% coverage suggested by Nation (1990, 2001). In fact, vocabulary from large percentages of the texts are not found in any of the essential word lists. The paper suggests recommendations for consistent analysis and guidance in analyzing textbooks in order to improve their quality in terms of vocabulary introduction and loading. 

NON-NATIVE EDUCATORS IN ENGLISH LANGUAGE TEACHING. George Braine (Ed.). Mahwah, NJ: Erlbaum, 1999. Pp. xxi + 233. $49.95 cloth, $24.50 paper.

2000 ◽  
Vol 22 (4) ◽  
pp. 596-596 ◽  
Author(s):  
Tomoko Takahashi
Keyword(s):  
English Language ◽  
Native Speaker ◽  
Language Teaching ◽  
English Language Teaching ◽  
Valuable Contribution ◽  
General Belief ◽  
Nonnative Speaker ◽  
Unique Nature ◽  
Work Done ◽  
The Ideal

There exists a general belief that the ideal English teacher is a native speaker (NS). Because of this native speaker fallacy, it is undeniable that nonnative speaker (NNS) teachers have been marginalized in the English language teaching (ELT) profession. Until recently, however, the voices of NNS English teachers expressing their own concerns have rarely been heard. Non-Native Educators in English Language Teachingis the first and most comprehensive work done in the field to fill this gap. It focuses solely on the theme of NNS educators in ELT and provides a forum for language professionals to discuss the issues surrounding the NS-NNS dichotomy from linguistic, psychological, pedagogical, and sociopolitical perspectives. This anthology is unique and powerful. All of the contributors are NNS professionals from diverse linguistic and ethnic backgrounds. Because of the unique nature of its contributors, purpose, and contents, this volume makes a great impact on, and a valuable contribution to, the fields of TESOL and applied linguistics. It is powerful because the messages are coming from authorities on the theme—NNSs themselves.

scholarly journals Investigating cultural contents in English language teaching materials through textbook evaluation

2020 ◽  
Vol 8 (2) ◽  
pp. 127-145
Author(s):  
Amna Arshad ◽  
Syed Kazim Shah ◽  
Muhammad Ahmad
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Understanding ◽  
Textbook Evaluation ◽  
The Status ◽  
Target Culture

Abstract The shift in the status of English as a lingua franca has challenged native-speaker culture in English language teaching and learning. That is why it is not enough to expose language learners through monoculture language teaching. Rather being communicatively competent, learners may require inter-cultural understanding. Therefore, the aim of this research is to investigate the representation of cultures through different senses in Oxford Progressive English (OPE), Level-10 (Rachel Redford, 2016). As OPE caters the needs of Pakistani language learners, it is hypothesized that learners’ source culture prevails more than other two cultures (i.e. international, and target). To confirm this hypothesis, a detailed content analysis of cultural senses (prevailed in OPE) is carried out through Adaskou, Britten and Fahsi (1990). The results show that the frequency of reading texts in OPE is highly imbued with learners’ target culture that is followed by the international culture, and least by learners’ source culture. Moreover, culturally neutral texts lack in inter-cultural understanding, and appear to be disseminated to marginalize L2 learners from target and international cultures.

scholarly journals ELT Comparison: Increasing Students Speaking Ability in Indonesia, South Korea, Russia, and Poland

2020 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Tresna Nur Andini ◽  
Lee Ye Eun ◽  
Alina Khramova ◽  
Alicja Żok
Keyword(s):  
South Korea ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
First Language ◽  
English Language Teaching ◽  
The People ◽  
Different Types ◽  
Global Language

English as a global language facilitates the people to communicate with each other despite different lingua-cultures or accent. Communication will be something important to build the socio condition of civilians in every single country. This background of research leads to get to know about English Language Teaching (ELT) to the people whose first language is not English. Each country in Asia or Europe whose English is not their first language has its differences in teaching and learning about English. The four basic things of English, such as reading, writing, and speaking will be the challenges that they need to be faced. According to the basics of four skills, speaking is the hardest one for most non-native speakers. Therefore, the teachers need to have particular ways to teach about speaking to increase students’ skill ability in EFL countries. This research is aimed to show the differences and comparisons among Indonesian and South Korea as the representatives of Asia, also Russia and Poland as the representatives of Europe whose first language is not English. This purpose means that people can distinguish among different types in each country for teaching and learning English, moreover for speaking skills.

scholarly journals Offering in English and Vietnamese

2019 ◽  
Vol 16 (2) ◽  
pp. 42
Author(s):  
Nguyen Thi Lap
Keyword(s):  
Social Distance ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Cross Cultural ◽  
English Language Teaching ◽  
Relative Power ◽  
Vietnamese Speakers ◽  
Natural Way

The study aims to help speakers of English find out types of general English offering which are widely applied in everyday communications and how to use offering forms correctly according to social distance and relative power of English native speakers and Vietnamese speakers in particular situations. The study is carried out with the hope of contributing to a better English language teaching and learning status and it is also expected that Vietnamese learners of English would have a chance to get used to the natural way of making offers in English so as to be successful cross-cultural communicators.

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