Revisiting Native Speakerism in ELT: Viewpoints of Chinese EFL Program Administrators on the Recruitment and Workplace Situations of Foreign English Teachers

Autor/in	Liu, Junshuan
Titel	Revisiting Native Speakerism in ELT: Viewpoints of Chinese EFL Program Administrators on the Recruitment and Workplace Situations of Foreign English Teachers
Quelle	In: English Language Teaching, 14 (2021) 9, S.24-31 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Case Studies; Administrator Attitudes; Teacher Selection; Language Teachers; Native Speakers; Second Language Learning; Second Language Instruction; English (Second Language); Work Environment; Program Administration; Foreign Countries; Universities; Language Attitudes; Foreign Nationals; Teacher Salaries; Faculty Workload; Teaching Load; Comparative Analysis; China + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Muttersprachler; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Arbeitsmilieu; Ausland; University; Universität; Sprachverhalten; Ausländer; Ausländerin; Lehrerbesoldung; Lehrervergütung; Lehrdeputat
Abstract	This article reports on a case study that explores the views of four EFL program administrators of a university located in central China about the hiring and workplace situations of foreign English teachers. It was found that the administrators as a whole buy into the conventional pro-nativeness ideology with regard to hiring foreign English teachers, though one of them displays critical awareness to some extent. The four administrators, except one, consider it natural and reasonable to grant more favor to foreign English teachers in payment and workload, and fail to see an academic apartheid for foreign teachers in relation to teaching task allocation and engagement in academic activities. All these findings suggest the continuity and tenacity of native speakerism among most ELT administrators, in addition to critical awareness on the part of some administrators. Moreover, this study proposes that native speakerism should be seen as an ideology against both NESTs and NNESTs, though the former still enjoy more privileges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01