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.

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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.  

This paper reports on part of the findings of a large-scale study exploring the viewpoints of Chinese ELT stakeholders (students, teachers and administrators) on native speakerism in order to find out whether current EFL education in China is still affected by this chauvinistic ideology. The analysis of data via a critical lens reveals that the vast majority of the participants conferred upon NS products (teacher, language, culture and teaching methodology) a status superior to that granted to the NNS counterparts and failed to see linguacultural and epistemological inequalities between the English speaking West and traditional NNS countries, inter alia, China. These findings suggest that the three participant groups as an entirety succumb to native speakerism, and by extension that ELT in China is still haunted to a great degree by this ideology. Given that this study treats each participant group separately, future studies are expected to explore inter-group interactions in ideology.

This article reports part of the findings of an investigation into the attitudes of Chinese English as a foreign language (EFL) education students and teachers toward Native-speakerism. Data were collected through two sets of questionnaires from 976 students and 146 teachers engaged in College English (CE) programs at six Chinese universities. The analysis of data reveals that the participants as an entirety: (a) endorse native speaker (NS) teachers, NS English and pronunciation; (b) anticipate the localization of teaching approaches emanating from the English speaking West; and (c) expect English textbooks multicultural in content. It was also found that teachers are more supportive of NS teachers and NS English while Inner Circle (Kachru, 1985) teaching approaches and multicultural textbooks are more popular with students. All these findings indicate the persistence of Native-speakerism in China's EFL education as well as the ideological resistance from Chinese EFL education stakeholders.