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Please use this identifier to cite or link to this item: http://hdl.handle.net/10445/7695

Title: Redefining Native-Speakerism
Authors: Rivers, Damian
Houghton, Stephanie
Abstract: In their recent volume, Willis and Rappleye (2011) present a persuasive argument for the need to reimagine what is known about the Japanese education system. Through a series of chapters, the volume stresses the need to focus on the conflicts and contradictions created by that which is real and that which is imagined, especially in relation to conceptualizations of the self and the other. Despite this timely volume, however, Japan’s socio-historical dependency upon native-speaker models in foreign language education remains as steadfast as it was over a century ago with no indication that alternative solutions to the controversial native-speaker position will ever be forthcoming. Therefore, we see the concept of the native speaker as one domain in which research focusing on the deconstruction of former, and the reconstruction of future bodies of knowledge is urgently required. That is, explorations concerning the native-speaker should represent an integral part of the re-imagination process due to the native speakers’ position at the crossroads created by the real, the imagined, the self, the other, the former and the future.
Research Achievement Classification: 著書/Book
Type: Book
Peer Review: あり/yes
Solo/Joint Author(s): 共著/joint
Date: 18-Feb-2013
Publisher: Multilingual Matters
Appears in Collections:Damian Rivers

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