Dismantling the Native Speaker Construct in English Language Teaching

Enric Llurda is a Professor of Applied Linguistics at Universitat de Lleida in Catalonia (Spain). His interests include native-speakerism, global Englishes, internationalization, language attitudes, and ideologies. He is the editor of the 2005 volume Non-native Language Teachers: Perceptions, Challenges and Contributions to the Profession, and has published extensively in journals and edited volumes on native-speakerism, non-native teachers, and language teacher identity.

• ContentsList ContributorsSeries ForewordChapter 1. Bringing down the wall of native-speakerism in English language teachingEnric LlurdaPart I: The pervasiveness of the native-speaker construct in the expanding circleChapter 2. Native-speakerism in Catalan private language schools: recruiters’ perspectivesJúlia Calvet-Terré & Enric LlurdaChapter 3. Between tradition and globalization: native-speakerism in PolandTomasz PaciorkowskiChapter 4. Social media English teaching and native-speakerism in JapanYuzuko Nagashima & Luke LawrenceChapter 5. English language education policies in Latin America and the perpetuation of native-speakerismAdriana GonzálezPart II: The emergence of new identities beyond the native-speaker constructChapter 6. Understanding the mechanisms of the ghost of native-speakerism through unpacking my silent moments: An autoethnographyNugrahenny T. Zacharias (Henny)Chapter 7. The impact of native-speakerism on culture teaching practices of secondary ELT teachers in ThailandNattida Pattaraworathum & Will BakerChapter 8. Translingual English teachers and students’ desires for the concept of ‘native speaker’ in JapanRyo MizukuraChapter 9. The hybridity of English as an international language in Asia Jette G. Hansen EdwardsPart III: Teacher-training initiatives dismantling the native-speaker constructChapter 10. Re-assessing nativeness for a Global Englishes-informed language teacher educationMartin DeweyChapter 11. English as lingua franca, native-speakerism, ideology, and framing: an investigation of the beliefs of teacher trainees in JapanRobert J. LoweChapter 12. Decolonizing teacher education: digitally unveiling native-speakerism in ELT through ELF PedagogyInmaculada PinedaIndex