Transcending the nativeness paradigm

Brutt‐Griffler, Janina; Samimy, Keiko K.

doi:10.1111/1467-971x.00199

Cited by 141 publications

(63 citation statements)

References 2 publications

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“…This ideology buttresses the economic and politic power of ELT in the world (Pennycook, 1994;Phillipson, 1992;Rampton, 1990) and deems invisible the characteristics, conditions, and rights of English speakers in today's world (Brutt-Griffler & Samimy, 2001;Graddol, 2003;Kramsch, 2003;Modiano, 1999).…”

Section: Critical Applied Linguistics and The Myth Of The Native Speakermentioning

confidence: 99%

“…The connotation of "nation state," historically packed with ethnolinguistic prejudices (Bonfiglio, 2010), grants legitimate ownership of the language to those born in specific nations. In this vein, Brutt-Griffler and Samimy (2001) posit that the nation state is regarded as the natural environment for acquisition which "ties the concept to a static model of language acquisition" (p. 104).…”

Section: Critical Applied Linguistics and The Myth Of The Native Speakermentioning

confidence: 99%

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“I’m Missing Something”: (Non) Nativeness in Prospective Teachers as Spanish and English Speakers

Viáfara

2016

Colomb. Appl. Linguist. J

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Rooted in the need to confront the pervasive and harmful effect of the myth of the native speaker and affiliated language ideologies, this article shares the findings of a research study conducted in two public Colombian universities. The study examined participants’ self-perceived (non) nativeness as speakers of Spanish and English. Using surveys and interviews within a mixed-method approach, the study found that participants perceived themselves as over-empowered in their being native Spanish speakers. Conversely, as speakers of English, most prospective teachers feared the disadvantages of not achieving native-like abilities, but they were confident in their university programs and their previous experience as English learners to achieve their language learning education goals.

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Section: Critical Applied Linguistics and The Myth Of The Native Speakermentioning

confidence: 99%

Section: Critical Applied Linguistics and The Myth Of The Native Speakermentioning

confidence: 99%

“I’m Missing Something”: (Non) Nativeness in Prospective Teachers as Spanish and English Speakers

Viáfara

2016

Colomb. Appl. Linguist. J

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“…Despite more than two decades of calls for the death or transcendence of the constructs of the native speaker and the dichotomy between native and non-native (Paikeday, 1985;Rampton, 1990;Cook, 1999;Brutt-Griffler & Samimy, 2001), both constructs continue to exist as these calls have focused on the need to move beyond these constructs rather than detailing examples of how individual teachers might transcend or have transcended them. The notion of exile developed by Edward Said provides a means for understanding how sufficient physical and intellectual detachment from a teacher's native place and the place in which they are working can assist teachers in this process.…”

Section: Teachers In Exile: Movement and Detatchment From Orthodoxymentioning

confidence: 99%

Reconstructing the Foreign Teacher: The Nativization of David Crook in Beijing

Jacobsen

2012

Front Educ China

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This paper is a critical examination of the life and work of David Crook (1910Crook ( -2000 as an English teacher in China from just prior to 1949 through the 1980's. It describes Crook's struggle to transcend attitudes of superiority commonly associated with native speaking English teachers at the time as well as his efforts to introduce innovations in English language teaching that were appropriate for the circumstances in China. The article concludes that an understanding of Edward Said's notion of intellectual exile can assist in understanding Crook's success at adjusting to a challenging social, political and educational environment in China and transcending the dichotomies separating native and non-native speaking teachers as well as Chinese and non-Chinese teachers.

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“…According to this notion, English language learners are expected to master the native speakers' communicative competence. However, teaching English depending on a native speaker norm has been criticized (Alptekin, 2002;Byram, 1997, Sridhar, & Sridhar, 1992 in terms of setting an impossible objective, which leads to failure, and creating a wrong type of competence which requires giving up one language and culture in order to be accepted as a native speaker (Byram, 1997;Norton, 1998;Brutt-Griffler, & Samimy, 2001). Instead of taking native speaker as a model and replacing one's native language and culture with English language and the culture of English speaking nations; bilingual speaker based notion of 'intercultural communicative competence' is suggested to be a model of ELT (Alptekin, 2002;Byram, 1997).…”

Section: Teaching English For Intercultural Communicationmentioning

confidence: 99%

Intercultural Communication in the Age of Globalization and English Language Teaching

Cetinkaya¹

2011

MJH

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Abstraas a world language which is used from international trade to international media, and contributed the increase of communication among nations. Thus, the intercultural communication concept which investigates the process of communication among people of various cultures has gained importance.In the U.S.A. the field of intercultural communication emerged in 1950s with the work of linguist Lado, who linked the language and culture within educational framework and US Foreign Service Institute officer Hall, who developed the principles of intercultural communication to guide the Peace Corp staff (Kramsch, 2001). Early studies of intercultural communication focused on miscommunication, and comparative studies of mostly American and Asian cultures. In 1970s the knowledge gained from these studies were mainly used by international business society. Later, in 1980s international communication studies began to pay attention to interethnic conflicts within the U.S.A and informed teachers and social workers (Kramsch, 2001). Since then, with the Scollon and Scollon's study of Athabaskans, intercultural communication has been studied not only from psychological perspective but also from sociolinguistic and linguistic anthropology perspectives. Recently, scholars like Pennycook (1994Pennycook ( , 2001) approached the intercultural communication in English from critical perspective in relation to power and control.In English Language Teaching (ELT) field, the redefinition of English as an international language, which is used by various nations to communicate with each other has lead to reconceptualization of communication, and the role of culture in English language pedagogy. It is argued that the intercultural communications in English take place not only between native and nonnative speakers of English but also among nonnative speakers of the language. Thus, instead of teaching English by taking native speaker of English and her culture as a norm, it is proposed to teach English as an international language by taking bilingual speakers who can function in multiple cultures as a norm. Therefore, the notion of "intercultural communicative competence" has emerged as the new goal of English language learning by replacing native speaker based notion of "communicative competence" (Alptekin, 2002;Byram, 1997).In this paper, I first illustrate the communication studies' (psychological) approach to intercultural communication by discussing how they define culture, and communication, and how they approach intercultural communication. Second, I explain the discourse approach to intercultural communication and discuss how discourse approach differs from communication studies' approach. Third, I demonstrate the critical approaches to using English for intercultural communications. Finally, I discuss how intercultural communication can be addressed in language classrooms. International Communication studies examine "mass-mediated communication between two or more countries with differing backgrounds" (Rogers, & Hart, 2002, 5). The ...

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Transcending the nativeness paradigm

Cited by 141 publications

References 2 publications

“I’m Missing Something”: (Non) Nativeness in Prospective Teachers as Spanish and English Speakers

“I’m Missing Something”: (Non) Nativeness in Prospective Teachers as Spanish and English Speakers

Reconstructing the Foreign Teacher: The Nativization of David Crook in Beijing

Intercultural Communication in the Age of Globalization and English Language Teaching

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