Challenging the Native and Nonnative English Speaker Hierarchy in ELT: New Directions from Race Theory

Autor/in	Ruecker, Todd
Titel	Challenging the Native and Nonnative English Speaker Hierarchy in ELT: New Directions from Race Theory
Quelle	In: Critical Inquiry in Language Studies, 8 (2011) 4, S.400-422 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2011.615709
Schlagwörter	English (Second Language); Second Language Instruction; Native Speakers; Racial Bias; Critical Theory; Race; Language Role; Global Approach; Foreign Countries; Teacher Effectiveness; Social Stratification; Whites; Social Capital; Teaching (Occupation); Australia; Canada; China; India; Ireland; New Zealand; Philippines; Singapore; South Africa; South Korea; Taiwan; United Kingdom (Great Britain); United States + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Muttersprachler; Racial discrimination; Rassismus; Kritische Theorie; Rasse; Abstammung; Globales Denken; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Soziale Zusammensetzung; White; Weißer; Sozialkapital; Teaching; Lehrberuf; Australien; Kanada; Indien; Irland; Neuseeland; Philippinen; Singapur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Korea; Republik; USA
Abstract	Over the past decade, English Language Teaching (ELT) scholars have shown an increased interest in exploring the intersections of racism and native speakerism, leading to more articles, special journal issues, and edited collections dealing with this topic. While this work has been valuable, it has largely been limited to considering one's appearance, nonnative speaking status, and the connection between the two. In this article, the author argues that we can draw more extensively on theories of difference developed by race theorists to better analyze and deconstruct the hierarchy between native and nonnative speaking professionals in ELT. Drawing on work by ELT and race theorists, the author applies Harris' (1993) theory of "whiteness as property" to make the argument that ELT scholars need to draw more extensively on race theory in order to challenge the inequalities present in ELT. (Contains 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10