Overcoming Native-Speakerism Through Post-Native-Speakerist Pedagogy: Gaps Between Teacher and Pre-Service English Teach
The study described in this chapter connects native-speakerism (as a language-based form of prejudice affecting both “native” and “non-native” foreign language teachers) with dance-fitness (as a form of non-verbal communication) through a post-native-spea
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Overcoming Native-Speakerism Through Post-Native-Speakerist Pedagogy: Gaps Between Teacher and Pre-Service English Teacher Priorities Stephanie Ann Houghton
Abstract The study described in this chapter connects native-speakerism (as a language-based form of prejudice affecting both “native” and “non-native” foreign language teachers) with dance-fitness (as a form of non-verbal communication) through a post-native-speakerist intercultural communication course, which involved the use of English as a Lingua Franca (ELF) as one strategy to overcome native-speakerism. Native-speakerism was investigated through an explicit attempt to replace it with something different, so native-speakerism itself was not the central theme of the course followed by participants. However, in a case study based upon the course, data collection was conducted through pre-course questionnaires, documentary evidence through coursework and learning diaries, and follow-up focus group interviews encouraged participants to reflect on their experience. Although the course was broadly deemed to have met its own objectives, and many ways are suggested for future development of post-native-speakerist pedagogy, it was considered insufficient to overcome native-speakerism on its own. Although pedagogical approaches may be developed at lower language learning levels to support general shifts in language education that will ultimately help to overcome nativespeakerism, more explicit efforts should perhaps be located primarily at higher teacher training levels, to induce shifts not only in teacher activities, but also teacher attributes.
S. A. Houghton (*) Faculty of Art and Regional Design, Saga University, Saga, Japan © Springer Nature Singapore Pte Ltd. 2020 S. A. Houghton, J. Bouchard (eds.), Native-Speakerism, Intercultural Communication and Language Education, https://doi.org/10.1007/978-981-15-5671-5_5
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5.1
Background to the Study
5.1.1
A Post-Native-Speakerist Framework for Language Learning
To overcome problems posed by native-speakerism, various shifts in teacher activities and attributes were proposed by Houghton (2018) in a prescriptive post-nativespeakerist framework for language learning developed through consultation with a wide range of doctoral and post-doctoral experts in the fields of intercultural communicative competence (ICC), ELF and World Englishes, all of which reject the native-speaker as model. The framework was divided into shifts needed in teacher activities and attributes. Areas of agreement on some main post-nativespeakerist shifts needed in teacher activities are summarized in Table 5.1 below. Questions arose, however, regarding whether or not learners should be presented with “non-native-speaker” interaction only, or a blend of interaction between “native-speakers” and “non-native-speakers”. The possible prioritization of “nonnative-speaker” interaction raised questions related to the selection from options that potentially include all available varieties, standard English, ELF norms and/or
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