Disinventing Native Speakerism in English Language Teaching

Autor/in	Liu, Junshuan
Titel	Disinventing Native Speakerism in English Language Teaching
Quelle	In: English Language Teaching, 14 (2021) 11, S.97-107 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Native Speakers; Second Language Learning; Second Language Instruction; English (Second Language); Language Attitudes; Language Teachers; Educational Practices; Teaching Methods; Communicative Competence (Languages); Teacher Characteristics; Task Analysis; Language Role; Global Approach + Suchen Sie Ihr Suchwort? Muttersprachler; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Language teacher; Sprachunterricht; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Aufgabenanalyse; Globales Denken
Abstract	This article explores native speakerism, a chauvinistic ideology, in reference to relevant literature. It first exposes its ideological essence and adverse effects on English language teaching (ELT), and then moves to deconstruct the native speakerist practices concerning English language teachers, English language norm, cultural foundation of ELT curriculum, and teaching methodology, particularly the approaches of communicative language teaching (CLT) and task-based language teaching (TBLT). Through unearthing the culturist essence of native speakerism and the fallacies embedded in native speakerist ELT practices, this study is intended to contribute to eliminating native speakerism and building up more equitable and harmonious ELT profession. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01