Native-Speakerism: Its Resilience and Undoing

Contents
About the Contributors
Acronyms
Chapter 1: Introduction
1.1 Genesis of the Book
1.2 Focus of the Current Volume
References
Part I: The `Resilience´ of Native-Speakerism
Chapter 2: The Resilience of Native-Speakerism: A Realist Perspective
2.1 Introduction
2.2 Resilience
2.2.1 A General View of Resilience
2.2.2 References to the Resilience of Native-Speakerism
2.2.2.1 Policy, Textbooks, and Classroom Practices
2.2.2.2 Teacher Training
2.2.2.3 Emotionality and Self-Imposed Oppression
2.2.2.4 Rigid Views of Language and Culture
2.2.2.5 Native-Speakerism as Part of a Network of Ideologies
2.2.2.6 The Possibility of Hegemony
2.3 Conceptual Building Blocks
2.3.1 Native-Speakerism as (Language) Ideology
2.3.2 Native-Speakerism and Nation-State Ideology
2.3.3 Questioning the Notion of Ideology, and Bourdieu´s Notion of Doxa
2.3.4 Implications for Native-Speakerism Critique
2.4 Domain Theory
2.5 Ideological Resilience and the Centrality of Agency
2.6 Conclusion
References
Chapter 3: Native-Speakerism and Nihonjinron in Japanese Higher Education Policy and Related Hiring Practices: A Focus on the ...
3.1 Introduction
3.2 Native-Speakerism, Nihonjinron and Hiring Practices
3.3 This Study
3.4 Terminology Used in Public Documents Relating to TGUP
3.4.1 Terminology Used in Official Documents
3.4.2 Terminology Used in Job Advertisements
3.5 The People Actually Hired
3.6 Conclusions
References
Chapter 4: English as a Foreign Language Teachers´ Understandings of the Native/Non-native Dichotomy: An Argentine Perspective
4.1 Introduction
4.2 Background
4.2.1 Context
4.2.2 The Argentine System of Education
4.2.3 Language Education and the Case of English Language Teaching
4.3 The Case Study: Methodology
4.4 Findings and Discussion
4.4.1 The Linguistic and Intercultural Dimensions
4.4.2 The Pedagogic Dimension
4.4.3 Self-Perceived Prejudice and Stereotyping against the NNST
4.5 Conclusion
References
Chapter 5: Overcoming Native-Speakerism Through Post-Native-Speakerist Pedagogy: Gaps Between Teacher and Pre-Service English ...
5.1 Background to the Study
5.1.1 A Post-Native-Speakerist Framework for Language Learning
5.1.2 Dance as Non-Verbal Communication
5.1.3 Non-Verbal Communication in the CEFR (2001)
5.1.4 Intercultural Communicative Competence in the CEFR (2001)
5.1.5 Connecting Dance and Language Practices
5.2 Research Methods
5.2.1 Framing the Research Question
5.2.2 Research Design
5.3 Results
5.3.1 Pre-Course Questionnaires (PCQ)
5.3.1.1 Parts 1 and 2
5.3.1.2 Parts 3 and 4
5.3.1.3 Summary
5.3.2 Coursework and Learning Diaries
5.3.2.1 Student-Generated Themes
5.3.2.2 Communication
5.3.2.3 Language
5.3.2.4 Feelings
5.3.2.5 Japanese Student Conclusions
5.3.2.6 International Student Conclusions
5.3.2.7 Summary
5.3.3 Post-Course Focus Group Interviews
5.4 Discussion
5.5 Conclusion
References
Part II: The `Undoing´ of Native-Speakerism
Chapter 6: Menburyu and the Shaguma: (De)Constructing (Inter)National Cultural Practices and Symbols Within a Post-Native-Spea...
6.1 Background to the Study
6.1.1 Post-Native-Speakerism and Social Constructivism
6.1.2 Post-Native-Speakerism as Social (De)Construction
6.1.3 Social Constructivism and Socialization
6.1.4 Social Constructivism and Intercultural Education
6.1.5 The FURYU Educational Program (FEP)
6.1.5.1 Overview
6.1.6 Post-Native-Speakerism as Heritage Management
6.1.7 Historical Views Shaping Future Visions
6.2 Exhibition
6.2.1 Teacher Narrative
6.2.2 Exhibition Panels
6.3 Discussion
6.4 Conclusion
Appendix 1: Shifts Needed in the Educational Activities of the Foreign Language Teacher (Houghton, 2018)
Appendix 2: Desirable Characteristics of the Foreign Language Teacher (Houghton, 2018)
Appendix 3: Helpful Websites with Information About Japan´s Tangible and Intangible Cultural Heritage
Appendix 4: A Historical Timeline of Buddhism in Japan
References
Chapter 7: A Multilingual Paradigm: Bridging Theory and Practice
7.1 Introduction
7.1.1 Research in Language Teaching and Learning
7.1.2 A Monolingual Paradigm in Language Teaching and Learning
7.1.2.1 Plurilingual Origins Towards a Monolingual Construction
7.1.2.2 Nation-States and a Monolingual/Monocultural Paradigm
7.1.2.3 Language Teachers and the Monolingual/Monocultural Paradigm
7.2 A Multilingual Paradigm in Language Teaching and Learning
7.2.1 Resistance to the Multilingual Paradigm
7.2.2 Emergence of a Multilingual Paradigm in Research
7.2.3 Defining the Plurilingual Paradigm
7.3 New Intercultural Practices In and Through Language Learning
7.3.1 Telecollaboration for Languages and for any Subject Matter
7.3.2 Telecollaboration for the Cultural and Intercultural
7.4 Bridging Theory and Practice within a Multilingual Paradigm
7.4.1 Integrating Pedagogies and Contents
7.4.2 Designing Cultural Spaces and Communities of Practice
7.5 Conclusion
References
Chapter 8: ``Native´´ Japanese Speaker Teachers in Japanese Language Education at Primary and Secondary Schools in Australia
8.1 Introduction
8.2 Background
8.2.1 Prior Studies on Non-native and Native Japanese Speaker Teachers
8.2.2 Japanese Native Speaker Teachers in Thailand and Australia
8.3 Survey on Native Japanese Speaker Teachers in Primary and Secondary Schools in Australia
8.4 Survey Results and Discussion
8.4.1 Roles Required of Native Japanese Speaker Teachers
8.4.2 Presence/Absence of Advantageousness of Native Japanese Speaker Teachers
8.5 Discussion
8.6 Conclusion
References
Chapter 9: Challenging and Interrogating Native Speakerism in an Elementary School Professional Development Programme in Japan
9.1 Introduction
9.2 Native Speakerism: Implications for SLTE/PD in Japan
9.2.1 Native Speakerism: A Brief Overview
9.2.2 EIL/ELF-Aware Teacher Education and the Resilience of Native Speakerism in the Japanese Context
9.2.3 English in Japanese Elementary School Education
9.3 Methodology
9.3.1 Setting and Participants
9.3.2 Program Conceptualization and Structure
9.3.2.1 Workshop Day 1
9.3.2.2 Workshop Day 2
9.3.3 Data Collection and Analysis
9.4 Results
9.4.1 Views on Elementary School English Curriculum Policy Reform
9.4.1.1 Positive Perceptions of the 2020 Reform
9.4.1.2 Practical Concerns and Anxieties
9.4.2 Perceptions of the Need for a ``Native-Like´´ Language Classroom
9.4.3 Views on the Self-Image of Participants as NNES Educators
9.5 Discussion
9.5.1 State of Readiness for 2020 English Education Reform Plan
9.5.2 Emergent Yet Ambivalent Identities as NNES Educators
9.5.3 Countering the Resilience of Native Speakerism: Implications for SLTE/PD
9.6 Conclusion
References
Chapter 10: Post-Native-Speakerism and the Multilingual Subject: Language Policy, Practice, and Pedagogy
10.1 Introduction
10.2 Background
10.3 Research Methodology
10.4 Findings
10.4.1 Entering Dialogue: Claudia´s Narrative and Nariyo´s Narrative
10.4.2 History, Trajectories, Bumps, and Revelations
10.4.2.1 Family History and Geopolitical Developments
10.4.2.2 Personal Trajectories, Obstacles, and Opportunities
10.4.2.3 Challenges and Divisions
10.4.2.4 Connecting Dots: Critical Analysis
10.4.2.5 Building a Multilingual and Intercultural Network
10.5 Discussion
10.5.1 Opportunities and Challenges for Multilinguals in Our Current Native-Non-Native Schema
10.5.2 How Research Informs Our Practice and Experience Informs Our Research
10.5.3 Creating Space for Students from Diverse Backgrounds and Multiple Identities as Learned Members of an Open Global Socie...
10.5.4 The Role Played by Advocacy/Activism
10.6 Conclusion
References
Chapter 11: Fostering Students´ Empathy and Cultural Sensitivity to Undo Native-Speakerism: A Case Study of a Transnational Ed...
11.1 Introduction
11.2 Literature Review
11.2.1 Previous Work on Native-Speakerism
11.2.2 Theoretical Understanding of Identity(ies)
11.3 The Study
11.3.1 Background
11.3.2 Methodology
11.3.3 The Research Question
11.3.3.1 Constant Self-Reflection of the Students and Instructors
11.3.3.2 Cultivating Empathy and Cultural Sensitivity
11.4 Proposing New Approaches
11.4.1 Guided Disruption
11.4.2 Culturally Responsive Practice
11.4.3 Leveling the Playing Field for Intercultural Communication
11.5 Conclusion
Appendix
The Development of the Transnational Education Platform
The Authors´ Roles in the Transnational Education Platform
Chisato Nonaka
Nezia Azmi
Aaron J. Levine
References
Chapter 12: Towards the Undoing of Native-Speakerism through Dialogue: A Plenary Interview Process
12.1 Introduction
12.2 The TEFLology Podcast, Dialogic Format, and Interview Preparation
12.2.1 Background
12.2.2 Podcast Facilitated Dialogic Formats as Disruptive and Developmental Spaces
12.2.3 Preparing for the Plenary Interview
12.3 The Plenary Interview
12.4 Reflections
12.4.1 Reflecting on the Process
12.4.2 Stephanie Ann Houghton´s Reflection
12.5 Conclusion
References