2. Not all Eikaiwas (or Instructors) are Created Equal: A Trioethnography of ‘Native Speaker’ and ‘Non-native Speaker’ Perspectives on English Conver sation Schools in Japan

Hooper, Daniel; Oka, Momoko; Yamazawa, Aya

doi:10.21832/9781788927192-004

Cited by 6 publications

(6 citation statements)

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“…Although previous studies noted that NNESTs feel professionally obligated to value Western cultures with which they are not familiar due to native-speakerism (see Moussu & Llurda, 2008), the reverse is also true for NESTs in EFL contexts who feel obligated to adhere to local cultures in which they may not be well versed (see also Hiratsuka, 2022;Hooper et al, 2020;Stanley, 2013). Native-speakerism therefore has repercussions for both NNESTs and NESTs.…”

Section: Discussionmentioning

confidence: 98%

“…They noted that the impact of native-speakerism can be varied and complex, "depending not only on context and geography, but also on such factors as personal disposition and unpredictable events" (p. 12). Hooper et al (2020) undertook a trioethnography, zeroing in on the idiosyncratic identity work of the three researcher-participants within the study. As former or current private English conversation schoolteachers (one British and two Japanese), the researchers challenged the common portrayal of private English conversation schools in Japan as sites that fulfill their clients' desires for cross-cultural exchange rather than as sites of learning.…”

Section: Native-speakerismmentioning

confidence: 99%

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Shifting from Native-Speakerism to Trans-Speakerism: A Trioethnography of Language Teachers in Japan

Hiratsuka¹,

Nall²,

Castellano³

2023

TESL-EJ

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Native-speakerism is an ideology that endows those classified as native English-speaking teachers (NESTs) the owners of the English language, the ideal models of its use, and the pedagogical experts in language teaching. These endowments, in turn, intrinsically devalue those classified as non-native English-speaking teachers (NNESTs) (Holliday, 2006, 2017). In this study, a trioethnographic approach was adopted to investigate native-speakerism as it related to the lived experiences of two NESTs (Matt and Joachim) and one NNEST (Takaaki) in an EFL context of Japan. Counterintuitively, this exploration found that, in our Japanese context, native-speakerism had adverse effects on the academic lives and professional trajectories not for the NNEST, but rather for the two NESTs, linguistically, culturally, and institutionally speaking. Based on the findings, we explain and compare what we term classical, inversed, and nuanced native-speakerism, and introduce a new empowering concept—trans-speakerism—an ideological stance committed to advancing diversity, equity, and inclusion for all language teachers, irrespective of their first languages or cultures. The article ends with a call for research that encompasses a variety of contexts and approaches on trans-speakerism in language education.

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Section: Discussionmentioning

confidence: 98%

Section: Native-speakerismmentioning

confidence: 99%

Shifting from Native-Speakerism to Trans-Speakerism: A Trioethnography of Language Teachers in Japan

Hiratsuka¹,

Nall²,

Castellano³

2023

TESL-EJ

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“…Discussing plurilingual graduate student writing, Corcoran and colleagues (2018) utilize Skype conversations as well as email chains and comments in Google Documents. Other studies have used online documents (Hooper et al, 2020), classroom observations (Lawrence & Nagashima, 2020), pictures, music and websites (Nagashima & Hunter, 2020), narrative writing (Warren & Park, 2018), and other various tools, to support their duoethnographic studies. In these studies, researchers move beyond face-to-face dialogues and find creative ways to have critical and in-depth interactions both with fellow duoethnography participants and various physical and digital artefacts .…”

Section: Duoethnographic "Methods" In Elt/applied Linguisticsmentioning

confidence: 99%

“…Initially, our conversations with each other and interactions with literature were going to be the data utilized for our study, but as we progressed throughout our 6-month data collection, an unexpected artefact emerged: social media. While we used various online communication forums to discuss with each other, as other studies have done (e.g., Adamson & Muller, 2018;Hooper et al, 2020), Patrick's use of prominent social media platforms (e.g., Twitter, Facebook, etc.) became part of the duoethnography as his interactions brought about new understandings of the topics discussed.…”

Section: Our Duoethnographymentioning

confidence: 99%

Artefacts as “Co-Participants” in Duoethnography

Huang¹,

Karas²

2020

TESL Canada

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Duoethnography is an emerging methodology in English language teaching (ELT)/applied linguistics where two or more participants critically examine a shared phenomenon or experience as a way to challenge assumptions and develop new understandings of critical events (Lowe & Lawrence, 2020). It is a flexible tool with an emphasis on interaction, both between people, and people and various physical or digital artefacts (e.g., documents, academic literature). In this paper, we outline our duoethnography on our experience with the Certificate for English Language Teaching to Adults (CELTA) with a focus on how academic literature and social media pervaded our inquiry. We highlight how academic articles and social media were used as artefacts in our study and how their role as “co-participants” enhanced our investigation. La duoethnographie est une méthodologie émergeante dans l’enseignement de l’anglais (ELT)/en linguistique appliquée dans laquelle deux participants ou plus examinent de façon critique un phénomène ou une expérience partagée comme manière de remettre en question les hypothèses et de créer de nouvelles voies pour comprendre des évènements critiques (Lowe & Lawrence, 2020). Il s’agit d’un outil souple qui met l’emphase sur l’interaction, à la fois entre les personnes, ainsi qu’entre les personnes et divers artefacts physiques ou numériques (par exemple, des documents, des écrits universitaires). Dans cet article, nous exposons notre duoethnographie dans notre expérience du Certificat pour l’enseignement de l’anglais aux adultes (CELTA), en portant une attention particulière à la façon dont les écrits universitaires et les médias sociaux ont imprégné notre enquête. Nous soulignons la manière dont les articles universitaires et les médias sociaux ont été utilisés comme artefacts dans notre étude et de quelle façon leur rôle de « coparticipants » a mis notre enquête en valeur.

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“…This notion of challenging and reframing established narratives is widely regarded as a central tenet of duoethnography. In numerous studies, this has resulted in a duoethnographic approach being utilized in order to unpack "common sense" beliefs within areas such as race, sexuality, native-speakerism, and language policy in language education (Hooper & Iijima, 2019;Hooper, Oka, & Yamazawa, 2020;Lowe & Kiczkowiak, 2016;Norris, Sawyer, & Lund, 2012;Wongsarnpigoon & Imamura, 2021). The transformative dialogue in these studies simultaneously facilitated the disruption of dominant metanarratives relating to the research foci and, in many cases, led to personal growth on the part of the researchers.…”

Section: Transformative Dialoguementioning

confidence: 99%

Picking Through Our Baggage: A Duoethnography of Japanese L2 Learning

Bennett,

Hooper

2023

SISAL

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Across our lifelong learning journeys, we encounter countless positive and negative experiences that come to shape our evolving perspectives. As language learning can certainly be viewed as a lifelong endeavor, this accrued emotional “baggage” (Falout et al., 2015) will conceivably affect the way we perceive the act of learning or, indeed, the target language itself. In this duoethnographic study, the authors, two learners of Japanese, explore the ways in which their attitudes towards language learning have been shaped by their historical life trajectories. The authors recorded critical conversations, took reflective notes, and collaboratively analyzed this data using reflexive thematic analysis. Through the juxtaposition of their backgrounds and unique struggles with Japanese, the authors attempted to engage in transformative dialogue that challenged established personal narratives and facilitated deeper self-understanding. Through this duoethnographic study, the authors discovered that their attitudes towards standardized testing and communicative proficiency in Japanese were profoundly shaped by historical and sociocultural factors that even predated their arrival in Japan. In a concluding discussion, some implications of this study, as well as duoethnography more broadly, were also examined by the authors.

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2. Not all Eikaiwas (or Instructors) are Created Equal: A Trioethnography of ‘Native Speaker’ and ‘Non-native Speaker’ Perspectives on English Conver sation Schools in Japan

Cited by 6 publications

References 0 publications

Shifting from Native-Speakerism to Trans-Speakerism: A Trioethnography of Language Teachers in Japan

Shifting from Native-Speakerism to Trans-Speakerism: A Trioethnography of Language Teachers in Japan

Artefacts as “Co-Participants” in Duoethnography

Picking Through Our Baggage: A Duoethnography of Japanese L2 Learning

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