Chapter 5. Native-Speakerism and the roles of mass media in ELT
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Masaki Oda
Abstract
The purpose of this paper is to discuss the interplay among learners’ beliefs, public discourse, and the formulation of language policy in education, with a special attention to the roles of mass media. Studies in media discourse (e.g. Shimizu et al. 2002) suggest that a personal belief often becomes that of a group when it has been agreed and thus shared by others. As this process is repeated, it would become a public opinion, and serve as a de-facto view of the issue. Many policy makers cite public opinions in order to legitimate the policy they are making.
This study focuses on the discourses of ‘native-speakerism in ELT’ which has been prominent in the profession in Japan for many years (see Houghton and Rivers 2013). The author will report cases in which the discourses of ELT are constructed, and how the notion of ‘native speakers’ is represented in the discourses, through an analyses of how ELT is talked about by the Japanese general public, by looking at messages on SNS, advertisements of language programs, with which we encounter very frequently in our daily life.
From the series of analysis, it was found that the discourses that 1) Japanese teachers of English cannot speak English, and 2) Native speakers can teach English better, are prevailed in the general public with the help of mass media, which gives a great influence on learners’ beliefs, consequently, affect their learning.
Finally, the author discusses the roles of ELT professionals suggesting that they should involve in the process more activity, and presents an attempt by a Japanese university which has developed an innovative English language program to overcome the negative influence of ‘native-speakerism’.
Abstract
The purpose of this paper is to discuss the interplay among learners’ beliefs, public discourse, and the formulation of language policy in education, with a special attention to the roles of mass media. Studies in media discourse (e.g. Shimizu et al. 2002) suggest that a personal belief often becomes that of a group when it has been agreed and thus shared by others. As this process is repeated, it would become a public opinion, and serve as a de-facto view of the issue. Many policy makers cite public opinions in order to legitimate the policy they are making.
This study focuses on the discourses of ‘native-speakerism in ELT’ which has been prominent in the profession in Japan for many years (see Houghton and Rivers 2013). The author will report cases in which the discourses of ELT are constructed, and how the notion of ‘native speakers’ is represented in the discourses, through an analyses of how ELT is talked about by the Japanese general public, by looking at messages on SNS, advertisements of language programs, with which we encounter very frequently in our daily life.
From the series of analysis, it was found that the discourses that 1) Japanese teachers of English cannot speak English, and 2) Native speakers can teach English better, are prevailed in the general public with the help of mass media, which gives a great influence on learners’ beliefs, consequently, affect their learning.
Finally, the author discusses the roles of ELT professionals suggesting that they should involve in the process more activity, and presents an attempt by a Japanese university which has developed an innovative English language program to overcome the negative influence of ‘native-speakerism’.
Chapters in this book
- Frontmatter i
- Table of contents v
- Foreword ix
- Introduction 1
-
Part I. Overall issues and perspectives on (non) nativeness in second language teaching
- Chapter 1. Understanding language variation: Implications of the NNEST lens for TESOL teacher education programs 13
- Chapter 2. Beyond symbolic violence in ELT in France 33
- Chapter 3. Perspectives on L2 teacher’s nearnativeness: Linguistic, psycholinguistic, contact linguistics and pedagogical approaches 53
- Chapter 4. Non-native teachers’ code-switching in L2 classroom discourse 75
- Chapter 5. Native-Speakerism and the roles of mass media in ELT 99
-
Part II. Non-native L2 teachers’ emotions and perceptions and implications for teacher education
- Chapter 6. Non-native English-speaking teachers’ anxieties and insecurities: Self-perceptions of their communicative limitations 119
- Chapter 7. Non-native English language teachers’ perceptions of culture in English language classrooms in a post-EFL era 139
- Chapter 8. The potential for non-native teachers to effectively teach speaking in a Japanese EFL context 161
-
Part III. L2 students’ beliefs and expectations of native and non-native teachers
- Chapter 9. Students’ perceptions and expectations of native and non-native speaking teachers 183
- Chapter 10. Students’ beliefs about native vs. non-native pronunciation teachers 205
- Chapter 11. Native and non-native teachers’ sensitivity to language learning difficulties from a learner’s perspective: Implications and challenges for teacher education 239
-
Part IV. Construction of professional identity: Professional challenges faced by both native and non-native speaker teachers
- Chapter 12. Teachers and the negotiation of identity: Implications and challenges for second language teacher education 257
- Chapter 13. Professional challenges faced by non-native CLIL teachers 273
- Chapter 14. English language teaching in South African multicultural schools: Challenges faced by both native and non-native teachers 295
- Chapter 15. Collaboration between NESTs and NNESTs 317
- Critical Afterword 337
- Notes on contributors 341
- Subject index 347
Chapters in this book
- Frontmatter i
- Table of contents v
- Foreword ix
- Introduction 1
-
Part I. Overall issues and perspectives on (non) nativeness in second language teaching
- Chapter 1. Understanding language variation: Implications of the NNEST lens for TESOL teacher education programs 13
- Chapter 2. Beyond symbolic violence in ELT in France 33
- Chapter 3. Perspectives on L2 teacher’s nearnativeness: Linguistic, psycholinguistic, contact linguistics and pedagogical approaches 53
- Chapter 4. Non-native teachers’ code-switching in L2 classroom discourse 75
- Chapter 5. Native-Speakerism and the roles of mass media in ELT 99
-
Part II. Non-native L2 teachers’ emotions and perceptions and implications for teacher education
- Chapter 6. Non-native English-speaking teachers’ anxieties and insecurities: Self-perceptions of their communicative limitations 119
- Chapter 7. Non-native English language teachers’ perceptions of culture in English language classrooms in a post-EFL era 139
- Chapter 8. The potential for non-native teachers to effectively teach speaking in a Japanese EFL context 161
-
Part III. L2 students’ beliefs and expectations of native and non-native teachers
- Chapter 9. Students’ perceptions and expectations of native and non-native speaking teachers 183
- Chapter 10. Students’ beliefs about native vs. non-native pronunciation teachers 205
- Chapter 11. Native and non-native teachers’ sensitivity to language learning difficulties from a learner’s perspective: Implications and challenges for teacher education 239
-
Part IV. Construction of professional identity: Professional challenges faced by both native and non-native speaker teachers
- Chapter 12. Teachers and the negotiation of identity: Implications and challenges for second language teacher education 257
- Chapter 13. Professional challenges faced by non-native CLIL teachers 273
- Chapter 14. English language teaching in South African multicultural schools: Challenges faced by both native and non-native teachers 295
- Chapter 15. Collaboration between NESTs and NNESTs 317
- Critical Afterword 337
- Notes on contributors 341
- Subject index 347
