(En)Countering Native-speakerism Global Perspectives

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Anne Swan, Pamela Aboshiha, Adrian Holliday, "(En)Countering Native-speakerism: Global Perspectives"
French | 2015 | ISBN: 113746349X | PDF | pages: 222 | 1.3 mb

Anne Swan, Pamela Aboshiha and Adrian Holliday It is no exaggeration to write that the tyranny of native-speakerism has dominated world-wide English language teaching discourse for decades. 'Native speaker' teachers have been relied upon to provide models of teaching practices to be emulated, with pronunciation to be faithfully copied, and they have been viewed as having methodologi-cal approaches which epitomise the most forward, up-to-date ways of language teaching. This scenario has produced a litany of very often unreal expectations, qualities, skills and behaviours attributed to 'native speaker' English language teachers, thus creating the ideology 'native-speakerism'. Of course, this idealisation of 'native speaker' teachers of the English language has not gone unchallenged; for example: Canagarajah (2002), Holliday (2006), Holliday & Aboshiha (2009), Kubota (2002), Kumaravadivelu (2012), Mahboob (2010), Moussu & Llurda (2008), and Rajagopalan (2004). Copious attempts to forefront and problematise native-speakerism have been made, but this persuasive ideology, alongside its equally perturbing and insidious corollary 'cultural disbelief' (the 'Others' really can't do it as well as 'Us'), seems implacable.
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