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Please use this identifier to cite or link to this item: http://hdl.handle.net/10445/7775

Title: Trainee Teacher Narratives: Native-Speakerism in the Japanese Context
Authors: Rivers, Damian
Abstract: Despite unsubstantiated claims of best practice, the division of language-teaching professionals on the basis of their categorization as ‘native speakers’ or ‘non-native speakers’ continues to cascade throughout all domains of the TESOL arena. Within the literature it has become normative, under the rhetorical guise of acting to correct prejudice and/or discrimination, to see native-speakerism as having a single beneficiary – the ‘native speaker’ – and a single victim – the ‘non-native speaker’. However, this unidirectional perspective fails to deal with the more veiled systems through which those labeled as ‘native speakers’ and ‘non-native speakers’ are both cast as potential casualties of this questionable bifurcation. Following on from the volume on native-speakerism (Houghton & Rivers, 2013) which posits that it is only by striving to protect all potential victims from the chauvinism of native-speakerism, regardless of language background, can mutual trust, respect and the development of a shared yet diverse professional identity be nurtured, this presentation showcases new data collected from a population of ‘teachers in training’ concerning attitudes toward and personal experiences of native-speakerism. These ‘teachers in training’ were students on a distance-learning MA Applied Linguistics & TESOL programme as well as active language instructors, working at various levels, within the sociocultural context of Japan. The interviews focused upon four questions dealing with the most significant consequences of native-speakerism and native-speakerist practices, the burden of responsibility for the continuation of native-speakerism, personal experiences of native-speakerism and how foreign language teachers of the future could move beyond native-speakerism. Although the data suggests that the various issues, perspectives and solutions surrounding native-speakerism are processed subjectively, the responses advance calls for native-speakerism to be given greater attention by professional language teaching organizations and within teacher training programmes as it represents an enduring component in the day-to-day workplace interactions and experiences of almost all language-teaching professionals.
Research Achievement Classification: 国内学会/Domestic Conference
Type: Conference Paper
Peer Review: あり/yes
Solo/Joint Author(s): 単著/solo
Date: 29-Sep-2014
Appears in Collections:Damian Rivers

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