Significant Encounters and Consequential Eventualities: A Joint Narrative of Collegiality Marked by Struggles Against Reductionism, Essentialism and Exclusion in ELT

Oda, Masaki; Toh, Glenn

doi:10.1007/978-3-319-72920-6_12

Cited by 6 publications

(3 citation statements)

References 27 publications

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“…and the extent to which they focus on the needs of society (Watts & Zimmerman, 1978, as cited in Sánchez, 2011. This decision parallels the idea of locality, because it responds to hegemony in a local setting through empowerment (Oda & Toh, 2018). Participants acknowledge students' sociocultural and academic backgrounds as sources of inspiration for their inventions, as evidenced in excerpt 28.…”

Section: Post-practicum Experiences: the Endmentioning

confidence: 96%

Being a Pre-Service English Language Teacher in Covid-19 Times: A Narrative Study

Revelo

2022

bol.redipe

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Pre-service English language instruction is fraught with tensions between academic goals at the university and those at the school. These conflicts were exacerbated by COVID-19 contingency. This critical qualitative narrative study aimed to understand three aspiring English language teachers’ perspectives they designed pedagogical innovations during their teaching practicum in the context of remote education. Data were gathered through semi-structured interviews and analyzed using grounded theory principles. Results show experiences before, during, and after the practicum. They serve as examples of both formal and experiential knowledge-based methods for practicum, as well as concern over the introduction of schoolteachers or supervisors. Finally, findings echo reflections from aspiring teachers’ lived experiences during teaching practicum. Conclusions call for agreement between the processes involved in language teaching development and academic needs, as well as pre-service teachers’ autonomy for the enrichment of practicum.

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Section: Post-practicum Experiences: the Endmentioning

confidence: 96%

Being a Pre-Service English Language Teacher in Covid-19 Times: A Narrative Study

Revelo

2022

bol.redipe

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“…Consequently, English became a sign of a high position in Thai culture (Eiewsriwong, 2004). For Thai people, learning and using English like NESs carries an elitist value for the prestige of themselves and their family existing up until the present day (Oda & Toh, 2018). Another reason why Thailand still remains so native-speaker focused today may be the Thai government's substantial promotion of the NESs or Western standard of using English in Thai ELT.…”

Section: Native Speakerism In Thailandmentioning

confidence: 99%

Revisiting Effects of Native Speakerism on Thai Teachers and Students in the Age of English as a Lingua Franca

Huttayavilaiphan¹

2021

ELT

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Currently, the role of English language has changed from being a language used among native English speakers (NESs) to being a language spoken by people of various backgrounds or known as English as a lingua franca (ELF). This phenomenon has affected different aspects of global English usage and users across the world. However, in Thailand, this issue does not seem to be taken into account with regard to English language teaching (ELT) and learning practices as different ELT stakeholders continue to conform to traditional teaching methods related to NESs. This action is reflected in an English language ideology called ‘native speakerism’ which has long been entrenched in Thai society. It has repeatedly caused different problems for both Thai teachers and students of English language until the present day. This review article aims to demonstrate the impacts of the native speakerism ideology on Thai teachers and students of English language in the period of English as a global lingua franca. The article begins with an explanation of how the changes of role and status of English challenge traditional perspectives of English language and how the ELT industry around the world, including in Thailand, should adapt to such changes. Then, the article gives brief conceptualizations of native speakerism and its effects on English teachers and students. Finally, it moves on to discuss the native speakerism ideology in Thailand and reports different negative effects of native speakerism on Thai teachers and students of English language.

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“…*"(Near)nativeness" in Japanese is a common hiring criterion for university positions, and the majority of positions are staffed by Japanese teachers (e.g., Rivers, 2016;Rudolph, 2018); *Overt and covert policy, and corresponding practice, both shape and are shaped by essentialized and idealized notions of Japaneseness and Otherness (in terms of within and beyond Japan) (e.g., Liddicoat, 2007;Toh, 2019); *"Non-Japanese" teachers may be multilingual and use Japanese personallyprofessionally (Rudolph, 2018;Simon-Maeda, 2011); *At the university level, roles for teachers most often correspond with idealized nativeness in English and idealized Japaneseness. This includes who "can" and/or "should" use local language, what subjects they might teach, and their ability to gain tenure-track or tenured positions (Houghton, Rivers & Hashimoto, 2018;Rudolph, Yazan & Rudolph, 2018;Toh, 2016); *Classrooms are characterized by diversity (e.g., linguistic, cultural, ethnic, religious), and students may find themselves marginalized by the discourses of essentialized and idealized nativeness in English and Japaneseness (e.g., Rudolph, 2016); *Japanese and other teachers can face marginalization due to their identities and (critically-oriented) activities coming into conflict with perpetuated notions of idealized nativeness in English/Japaneseness (e.g, Oda & Toh, 2018;Rudolph, Yazan & Rudolph, 2018); *Teachers who position themselves in ways that transcend category, in terms of identity, and experience, may face pushback from other critical scholars (see Rivers, 2018;Rudolph, Yazan & Rudolph, 2018;; On a side and yet important note, select work here, in tandem with the transdisciplinary work above, problematizes the centrality of English in mainstream and critical scholarship, by highlighting statistics related to movement in and out of Japan (e.g., Kubota, 2013;Rudolph, 2016Rudolph, , 2018. Data from 2017 includes the following: In tourism to Japan, 87% of individuals were from Asia (with China, Taiwan Hong Kong, and South Korea the largest groups), while Americans (4%), and individuals from the "United Kingdom (UK)" (>1%) were few in number (JNTO, 2019).…”

Section: Connecting With and Interpreting "History" (?)mentioning

confidence: 99%

Native speakerism (?!): (Re)Considering critical lenses and corresponding implications in the field of English Language Teaching

Rudolph¹

2019

Indonesian JELT

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Within English language teaching (ELT), critical scholarship has paid ever-increasing attention to identity, experience and (in)equity, and thus to privilege-marginalization: where it comes from, how and why it manifests, who (potentially) experiences it, and what might be done to address inequity in (and potentially beyond) the profession. This dialogue is intertwined with broader attempts in the field to account for the complexity of identity and interaction in settings around the globe. In this article, I discuss how categorical apprehensions of identity, experience and privilege-marginalization, and approaches to (in)equity, have framed discourse within critical scholarship. I then survey how more recent work has called into question many of the critical “assumptions” (Pennycook, 2001) both shaping and shaped by such theory and inquiry. This scholarship contends that critical lenses predicated upon categories of being, while calling attention to idealized nativeness embedded in ELT, fail to account for the contextualized, sociohistorical negotiation of privilege-marginalization within and transcending communities around the globe. Next, in order to contextualize and unpack these divergent lenses, I provide a review of critical dialogue attending to Japan, both in and beyond ELT, noting in conclusion how privilege-marginalization within ELT is intertwined with the sociohistorical negotiation of “selfhood” and “otherness” pertaining both to Japanese society and Japan and “the world beyond.” I close by briefly commenting on future directions for critical scholarship in ELT, and the challenges facing, and yet to be faced by, its stakeholders.

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Significant Encounters and Consequential Eventualities: A Joint Narrative of Collegiality Marked by Struggles Against Reductionism, Essentialism and Exclusion in ELT

Cited by 6 publications

References 27 publications

Being a Pre-Service English Language Teacher in Covid-19 Times: A Narrative Study

Being a Pre-Service English Language Teacher in Covid-19 Times: A Narrative Study

Revisiting Effects of Native Speakerism on Thai Teachers and Students in the Age of English as a Lingua Franca

Native speakerism (?!): (Re)Considering critical lenses and corresponding implications in the field of English Language Teaching

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