Dismantling the Native Speaker Construct in English Language Teaching

Contents

List Contributors

Series Foreword

Chapter 1. Bringing down the wall of native-speakerism in English language teaching
Enric Llurda

Part I: The pervasiveness of the native-speaker construct in the expanding circle

Chapter 2. Native-speakerism in Catalan private language schools: recruiters’ perspectives
Júlia Calvet-Terré & Enric Llurda

Chapter 3. Between tradition and globalization: native-speakerism in Poland
Tomasz Paciorkowski

Chapter 4. Social media English teaching and native-speakerism in Japan
Yuzuko Nagashima & Luke Lawrence

Chapter 5. English language education policies in Latin America and the perpetuation of native-speakerism
Adriana González

Part II: The emergence of new identities beyond the native-speaker construct

Chapter 6. Understanding the mechanisms of the ghost of native-speakerism through unpacking my silent moments: An autoethnography
Nugrahenny T. Zacharias (Henny)

Chapter 7. The impact of native-speakerism on culture teaching practices of secondary ELT teachers in Thailand
Nattida Pattaraworathum & Will Baker

Chapter 8. Translingual English teachers and students’ desires for the concept of ‘native speaker’ in Japan
Ryo Mizukura

Chapter 9. The hybridity of English as an international language in Asia
Jette G. Hansen Edwards

Part III: Teacher-training initiatives dismantling the native-speaker construct

Chapter 10. Re-assessing nativeness for a Global Englishes-informed language teacher education
Martin Dewey

Chapter 11. English as lingua franca, native-speakerism, ideology, and framing: an investigation of the beliefs of teacher trainees in Japan
Robert J. Lowe

Chapter 12. Decolonizing teacher education: digitally unveiling native-speakerism in ELT through ELF Pedagogy
Inmaculada Pineda

Index

Biography

Enric Llurda is a Professor of Applied Linguistics at Universitat de Lleida in Catalonia (Spain). His interests include native-speakerism, global Englishes, internationalization, language attitudes, and ideologies. He is the editor of the 2005 volume Non-native Language Teachers: Perceptions, Challenges and Contributions to the Profession, and has published extensively in journals and edited volumes on native-speakerism, non-native teachers, and language teacher identity.

"As a voice of reason and source of inspiration, Enric Llurda offers a powerful new title to the growing body of critically oriented scholarship destabilizing the idealized native speaker ideology. By uniting emerging and established scholars from diverse professional backgrounds and transforming their shared commitment into promising new directions, this volume embarks on a meaningful mission to dismantle the native speaker construct in English language teaching.

Ali Fuad Selvi, The University of Alabama, United States

"Enric Llurda’s "Dismantling the Native Speaker Construct in English Language Teaching" is a groundbreaking exploration of a persistent myth in language education. The contributors offer compelling insights into the global spread of nativespeakerism and its enduring influence on teaching practices. This volume challenges traditional assumptions, providing a fresh perspective on language learning and teaching. With its rich case studies and thought-provoking analysis, this book is essential reading for anyone interested in the future of English language education."

Nicos Sifakis, National and Kapodistrian University of Athens, Greece

"Enric Llurda has brought together contributions from several well-known scholars to serve as “a wrecking ball that hits hard at the wall of native-speakerism.” Long an advocate of eliminating discriminatory practices levelled at teachers who learned the language they teach as an LX, Llurda has compiled an impressive array of arguments.  Although the fight against native-speakerism has been active for over 3 decades, there are glimpses here that native-speakerism is finally starting to weaken, as hybrids of different forms of English arise.  This edited volume is a compelling snapshot of the current status of native-speakerism in multiple contexts and will be of interest to applied linguists, sociolinguists, and language educators alike."

Tracey Derwing, University of Alberta, Canada