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‘Native Speakers’ and Native-speakerism

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Uncovering Ideology in English Language Teaching

Part of the book series: English Language Education ((ELED,volume 19))

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Abstract

This chapter discusses some of the major literature surrounding the concept of the ‘native speaker’, and investigates the ways in which the ‘native speaker’ has been conceptualized historically in both theoretical linguistics and applied linguistics. Following this, the chapter explores the concept of ‘native-speakerism’, focusing on the role the ideology plays in global ELT and describing some of the professional issues it causes. Particularly, its effects on the lives of language teachers, the design and development of materials, the privileging of Western models of English and of Western-developed English language teaching methodologies, and the Othering of students. This chapter also looks at recent approaches to the concept of native-speakerism, and examines how cultural resistance has been enacted against the ideology by those involved in English language learning and teaching.

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Notes

  1. 1.

    While I refer to native-speakerism as an ideology in this critical sense, in Chap. 3 when describing the relationship between frames and ideology in general I intend a broader reading of the term.

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  1. Department of English Communication, Tokyo Kasei University, Tokyo, Japan

    Robert J. Lowe

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Lowe, R.J. (2020). ‘Native Speakers’ and Native-speakerism. In: Uncovering Ideology in English Language Teaching. English Language Education, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-46231-4_2

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  • DOI: https://doi.org/10.1007/978-3-030-46231-4_2

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