Presentation Title
EFL Teaching Practices and the NativeSpeakerism Ideology
Presentation Type
Oral Presentation
Major
Teacher Education & Foundations
Language, Literacy and Culture
Category
Humanities and Letters
Session Number
14
Location
RM 218
Faculty Mentor
Dr. Caroline Vickers
Juror Names
Kimberly Cousins
Start Date
5-16-2019 4:50 PM
End Date
5-16-2019 5:10 PM
Abstract
Despite the efforts to move away from labeling English as a Second (ESL) or foreign language (EFL) teachers into native speakers (NS) and non-native speakers (NNS) (Cook, 1999), the ESL/EFL community “often assume and amplify the monolingual view and hence criticize their own language competence” (Grosjean, 1989). This dichotomy of NS/NNS has been referred as the native-speakerism ideology ( Kabel, 2009; Holliday, 2014); an ideology that gives preference to a group (NS) and marginalizes the other (NNS). While there has been extensive research surrounding this dichotomy in the field of TESOL (Reyes & Medgyes, 1994, Samimy, & Brutt-Griffler, 1999, Pavlenko, 2003, Brain, 2005), most of the research has looked at the native-speakerism ideology’s effect in terms of, NNEST self-perception and feeling of inferiority, and the prejudice and inequalities most NNEST struggle with (Brutt-Griffler & Samininy, 2001;Moussu, 2006; Clark & Paran, 2007) without investigating the interactional processes that contribute to such feeling of inferiority and inequalities. It is then important to investigate what form the native-speakerism ideology takes, and how it is enacted in participation during EFL teacher’s encounters. This proposal intends to examine, by using Critical Discourse Analysis (CDA), how the native-speakerism ideology can be perpetuated and displayed among members of the EFL teaching community of practice at an EFL institution in Bogota, Colombia during teaching meeting and casual conversations and through the institution’s documents (syllabi, job applications etc.).
EFL Teaching Practices and the NativeSpeakerism Ideology
RM 218
Despite the efforts to move away from labeling English as a Second (ESL) or foreign language (EFL) teachers into native speakers (NS) and non-native speakers (NNS) (Cook, 1999), the ESL/EFL community “often assume and amplify the monolingual view and hence criticize their own language competence” (Grosjean, 1989). This dichotomy of NS/NNS has been referred as the native-speakerism ideology ( Kabel, 2009; Holliday, 2014); an ideology that gives preference to a group (NS) and marginalizes the other (NNS). While there has been extensive research surrounding this dichotomy in the field of TESOL (Reyes & Medgyes, 1994, Samimy, & Brutt-Griffler, 1999, Pavlenko, 2003, Brain, 2005), most of the research has looked at the native-speakerism ideology’s effect in terms of, NNEST self-perception and feeling of inferiority, and the prejudice and inequalities most NNEST struggle with (Brutt-Griffler & Samininy, 2001;Moussu, 2006; Clark & Paran, 2007) without investigating the interactional processes that contribute to such feeling of inferiority and inequalities. It is then important to investigate what form the native-speakerism ideology takes, and how it is enacted in participation during EFL teacher’s encounters. This proposal intends to examine, by using Critical Discourse Analysis (CDA), how the native-speakerism ideology can be perpetuated and displayed among members of the EFL teaching community of practice at an EFL institution in Bogota, Colombia during teaching meeting and casual conversations and through the institution’s documents (syllabi, job applications etc.).
