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Anne Swan, Pamela Aboshiha, Adrian Holliday Eds. EnCountering Native-Speakerism Global Perspectives PDF
Anne Swan, Pamela Aboshiha, Adrian Holliday Eds. EnCountering Native-Speakerism Global Perspectives PDF
Anne Swan, Pamela Aboshiha, Adrian Holliday Eds. EnCountering Native-Speakerism Global Perspectives PDF
Titles include:
Charles Antaki (editor)
APPLIED CONVERSATION ANALYSIS
Mike Baynham and Mastin Prinsloo (editors)
THE FUTURE OF LITERACY STUDIES
Noel Burton-Roberts (editor)
PRAGMATICS
Susan Foster-Cohen (editor)
LANGUAGE ACQUISITION
Monica Heller (editor)
BILINGUALISM: A SOCIAL APPROACH
Juliane House (editor)
TRANSLATION: A MULTIDISCIPLINARY APPROACH
Barry OSullivan (editor)
LANGUAGE TESTING: THEORIES AND PRACTICES
Martha E. Pennington (editor)
PHONOLOGY IN CONTEXT
Mastin Prinsloo and Christopher Stroud (editors)
EDUCATING FOR LANGUAGE AND LITERACY DIVERSITY
Steven Ross and Gabriele Kasper (editors)
ASSESSING SECOND LANGUAGE PRAGMATICS
Ann Weatherall, Bernadette M. Watson and Cindy Gallois (editors)
LANGUAGE, DISCOURSE AND SOCIAL PSYCHOLOGY
Forthcoming:
Ann Hewings, Lynda Prescott and Philip Seargeant (editors)
FUTURES FOR ENGLISH STUDIES
Paul Baker and Tony McEnery (editors)
CORPORA AND DISCOURSE STUDIES
Fiona Copland, Sara Shaw and Julia Snell (editors)
LINGUISTIC ETHNOGRAPHY
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(En)Countering
Native-speakerism
Global Perspectives
Edited by
Anne Swan
Canterbury Christ Church University, UK
Pamela Aboshiha
Canterbury Christ Church University, UK
and
Adrian Holliday
Canterbury Christ Church University, UK
Introduction 1
Anne Swan, Pamela Aboshiha and Adrian Holliday
Part I Exposing the Ideologies Promoting Native-speakerist
Tendencies in ELT
1 Native-speakerism: Taking the Concept Forward
and Achieving Cultural Belief 11
Adrian Holliday
2 Researching Discourses of Culture and Native-speakerism 26
Ireri Armenta and Adrian Holliday
Part II Native-speakerism and Teachers of English
3 Rachels Story: Development of a Native Speaker
English Language Teacher 43
Pamela Aboshiha
4 Redefining English Language Teacher Identity 59
Anne Swan
5 The Influence of Native-speakerism on
CLIL Teachers in Korea 75
Yeonsuk Bae
Part III Native-speakerism and Perceptions of Identity
6 The Challenge of Native-speakerism in ELT:
Labelling and Categorising 93
Yasemin Oral
7 Constructing the English Teacher: Discourses
of Attachment and Detachment at a Mexican University 109
Irasema Mora Pablo
v
vi Contents
Index 209
List of Figures and Tables
Figure
Tables
vii
Foreword
viii
Foreword ix
Although the chapters have been thematically divided into four parts,
they present an array of overlapping issues concerning native-speakerism.
Prominent among them are (a) cultural disbelief, (b) professional iden-
tity, and (c) methodological concerns. Expanding the Hollidayan notion
of cultural disbelief, and echoing an aspect of Saidian Orientalism, sev-
eral authors in this volume (particularly Holliday, Armenta & Holliday,
and Odeniyi) highlight how native speakers valorise the Self and inferi-
oritise the Other. They show how native-speaking teachers believe that
Others just do not have, and are unable to develop, the capability to
teach English well, generally attributing this incapacity to the perceived
cultural deficiency of the Other. The authors also show how this disbe-
lief continues to thrive well into the 21st century, even becoming an
everyday occurrence in the professional lives of many ELT practitioners.
The only antidote, they reckon, is to promote cultural belief in the cul-
tural contribution of all English language teachers and users, regardless
of their first language background.
A related issue addressed in several chapters (particularly Swan, Oral,
Mora Pablo, and Kurban) is the construction of professional identity in
an environment where native-speakerism thrives. These studies caution
us against the danger of pigeon-holing teacher identities in terms of
familiar categories and labels. Such a practice might lead certain aspects
of teacher identities to be falsely foregrounded while certain others get
trivialised or ignored, thereby giving us a distorted picture of teachers
professional identity. We also learn that there indeed are non-native
teachers who transcend the limitations of native-speakerism and try to
construct their professional identity based on their lived experiences
as multilingual teachers, capable of asserting the value of their local
knowledge in local contexts, and blossoming into self-determining,
autonomous individuals.
As they problematise the role of native-speakerism in the construc-
tion of professional identity, some of the contributors help us meet
interesting characters who send us sometimes subtle and sometimes
not-so-subtle messages. We meet British teachers who have no hesita-
tion in claiming that it is their birthright to teach English, thereby
readily endorsing the unearned privileges that come with native-
speakerism. We also meet British teachers who, as they get more and
more exposed and sensitised to learners and teachers of English in
other countries, recognise the ill-effects of native-speakerism, thereby
showing signs of professional and intellectual growth. We meet Korean
teachers of English who not only idealise but also idolise their native-
speaking colleagues. We meet expatriates who assume that some of their
x Foreword
learners of English in West Asia who exhibit the ability to think on their
own must have picked it up while visiting the United States. We meet
native-speaking teachers who are married to Turkish learners of English,
who, in spite of choosing to learn Turkish and live in Istanbul, continue
their spousal relationship in English, and also keep and prominently
show their English identity, primarily because of the professional and
sociocultural benefits attached to it. An important lesson we must take
away from these character studies is that marginalisation is an attribute
of the hegemonic might, whereas self-marginalisation is an attitude of
the subaltern mind.
The third overarching issue that a majority of the contributors address
directly or indirectly is the type of research methodology required to
study the impact of native-speakerism. Renowned anthropologists,
especially those who belong to, and have worked with, indigenous com-
munities have repeatedly asserted that modernist and positivist research
methodologies are least equipped to help us investigate the lived experi-
ences of Othered people. In order to uncover the hidden meanings of
the practice of everyday life of the Other, the researcher has to delve
deep into their intentions and interpretations. In such a scenario, as
Martin Nakata, a Torres Strait Islander, observes in his celebrated book,
Disciplining the Savages, Savaging the Disciplines, the lived experience of
the Other becomes
the point of entry for investigation, not the case under investiga-
tion. It is to find a way to explore the actualities of the everyday and
discover how to express them conceptually from within that experi-
ence, rather than depend on or deploy predetermined concepts and
categories for explaining experience. (2008: 215)
References
Geertz, C. (1973). The Interpretation of Culture. New York: Basic Books.
Kumaravadivelu, B. (2012). Individual identity, cultural globalization and teach-
ing English as an international language: The case for an epistemic break.
In L. Alsagoff, S. McKay, G. Hu, & W. Renandya (eds). Teaching English as an
International Language: Principles and Practices (pp. 927). New York: Routledge.
Nakata, M. (2008). Disciplining the Savages, Savaging the Disciplines. Canberra:
Aboriginal Studies Press.
Acknowledgements
This book came about through the shared interests of a group of PhD
students at Canterbury Christ Church University. Although many of the
group members worked and researched in countries outside UK, there
were regular meetings between the authors of this volume at postgradu-
ate conferences and the annual Cutting Edges TESOL conference at the
university. The emergence of similar themes, especially concerning the
native/nonnative speaker dichotomy, prompted the proposal to edit
a collection of chapters in which we could share our globally gathered
experiences concerning native-speakerism.
The editors are extremely grateful to the contributors who have
helped to bring this book into being, providing insights into native-
speakerist attitudes in a range of countries, with participants residing in
Australia, Korea, Kuwait, Mexico, Turkey, UAE and UK who have been
able to connect and respond to one another. The fact that a group of
PhD students and recent graduates at one university have been able to
collaborate on this theme testifies to its relevance to the field.
xii
Notes on Contributors
Yeonsuk Bae has taught a wide range of students in South Korea and the
UK. She was involved in creating a science textbook package in Korea,
which initiated her interests in the development of teachers thinking
and pedagogies, which reflect their personal and professional lives.
xiii
xiv Notes on Contributors
Anne Swan has developed and taught programmes for TESOL in UK,
Italy, Japan, Malaysia, China and Australia. Her principal research inter-
est is the place of English in plurilingual societies. She has presented
and published papers at international conferences on this topic in the
UK, Mexico and Iran.
Nasima Yamchi has taught EFL and academic writing in the English
departments of various universities. As a multilingual, multicultural
teacher, she is interested in the social, political and cultural aspects of
teaching and learning languages.
Introduction
Anne Swan, Pamela Aboshiha and Adrian Holliday
References
Canagarajah, S. 2002. Globalization, methods and practice in periphery class-
rooms. In Block, D. & Cameron, D. (eds) Globalization and Language Teaching.
London: Routledge.
Holliday, A. 2006. Native-speakerism. English Language Teaching Journal 60/4:
385387.
Holliday, A. R. & Aboshiha, P. J. 2009. The denial of ideology in perceptions of
nonnative speaker teachers. TESOL Quarterly 43/4: 66989.
8 Anne Swan, Pamela Aboshiha and Adrian Holliday
The chapters in this book are driven by a recognition that the perceived
native-non-native speaker division within ELT stems from the ideology of
native-speakerism. A useful definition of ideology is a set of ideas put to
work in the justification and maintenance of vested interests (Spears 1999:
19). The vested interest of native-speakerism is the idealisation and promo-
tion of teachers who are constructed as native speakers as representing a
Western culture from which spring the ideals both of English and of the
methodology for teaching it (Holliday 2005: 6). This in turn derives from
Phillipsons (1992) linguistic imperialism thesis that the concept of the
superior native speaker teacher was explicitly constructed in the 1960s as
a saleable product to support American and British aid trajectories.
Cultural disbelief is central to native-speakerism because the con-
cepts of native and non-native speaker are framed as cultural. Native
Native-speakerism 13
Widespread impact
speaker label under which they are employed will incorporate the rac-
ist concept Whiteness. This sinks to the same level as being considered
a prize catch anywhere just because of ones looks or pedigree. As a
teacher in Tehran, I wanted a career, not just itinerant employment.
I should not complain, because getting employed at that time was par-
ticularly easy if one fitted the native speaker label. I did not, however,
get to teach the Shahs children because I was not sufficiently well-bred,
tall and blond.
Once a particular group of people, defined upon cultural or linguistic
grounds, are demarcated as able or unable to carry out certain tasks by
virtue of this native-speakerist imagery, an ethos of discrimination is set
up which impacts on all parties. The core precept here is imagining that
people who are labelled non-native speakers to be culturally deficient.
If this precept were removed, the whole cycle of native-speakerism
would be disarmed. It may not change institutional practices which
disadvantage foreign employees, but the native-non-native speaker
excuse would no longer be there. It would be established that there is
no cultural, professional, pedagogic or economic excuse for defining
a teachers professional worth purely and narrowly in terms of their
speakerhood, regardless of their mother tongue.
To disarm or undo this native-speakerist cycle there needs to be cul-
tural belief in all parties. This should be the beginning principle the
starting point the belief that everyone has cultural proficiency. If,
then, the professional requirements to do the job, which would include
the knowledge of English and culture, are not there, this would have
nothing whatsoever to do with prescribed national or cultural back-
ground, or with perceptions of what is the mother tongue. It needs
to be recognised that teachers who have been traditionally labelled
native speakers have much to offer by virtue of their particular and
rich experience of English. However, to counter the hegemony of the
native speaker label, such teachers, whoever they are, must be consid-
ered part of a larger group of people who have long-standing and rich
mastery of English, regardless of any idealised reference to country of
origin or birth. Here it is important to consider Rajagopalans (2012)
suggestion that one should be considered a native speaker of whichever
language one feels competent in. He says this in the intensely multilin-
gual scenario of India, where many people can have to speak a number
of languages every day, and might not feel totally competent in any
of them (Amritavalli 2012). In this sense, being a native speaker has
nothing whatever to do with the abilities to be a teacher of a particular
language.
Native-speakerism 17
fix the labels further in the minds of researchers and publishers, and the
readers of the research, as definable and measurable entities. Hence, while
Mas (2012) study of the views of students in Hong Kong regarding their
teachers is qualitative and acknowledges race politics (2012: 281), it seeks
a quantifiable outcome. Indeed, a stated aim is to try to offset discrimina-
tion against non-native speaker teachers by establishing their perceived
advantages, and perhaps returning to the traditional view that they can
do different things to native speaker teachers. This is to a degree echoed
by the view that native and non-native speaker teachers are two differ-
ent species even though birth into either group accords no privileges for
its members (Medgyes 2012: 122), and that it is hard to empathise with
non-native speaker teachers seeking employment in a foreign country
(Medgyes 2011: 191). This equal but exclusive in difference viewpoint
resonates with the modernist view of the associated individualist and col-
lectivist cultures as devoid of ideological construction.
Kumaravadivelu (in press) argues that carrying out ostensibly objec-
tive research into the differences between the two categories of teachers
does nothing but strengthen the hegemony of native-speakerism; and
that if we are to be serious about undoing this hegemony there should
no longer be research which attempts to prove the value of teachers
who are labelled non-native speaker. Any suggestion that there may be
something to prove is only there because of native-speakerism. Nobody
would think of doing research about the value of the native speaker.
the cultural disbelief that keeps the ideology alive. Hence, employing
the easy acronyms referred to above does indeed serve to professionally
routinise, normalise or reify the discourse until it becomes a domesti-
cated, thinking-as-usual professional routine.
A postmodern view therefore moves away from analysis of the differ-
ences between native speakers and non-native speakers and instead
looks at the ideological manner in which they and the difference
between them and the subsequent native-non-native speaker discourse
are constructed. The question is no longer what native speaker and
non-native speaker teachers are and do, but, instead, what the ideo-
logical and discoursal underpinnings of the terms are.
The evidence that a postmodern view uncovers may not be visible
to more modernist studies because it requires digging deeper than
objectivist interviews and surveys are able to. Hence, accounts of deep-
set and sustained native-speakerism and related cultural chauvinism
(Holliday 2005; Holliday & Aboshiha 2009), and the majority of studies
in this volume, rely on the researchers own professional biographies to
read between the lines of their interview participants, set within thick
descriptions which take in ethnographic reconstructions, critical inci-
dents and observation of professional life. They speak both from the
native speaker and the non-native speaker experience to show the
nature of native-speakerism and of what it is like to be a victim of it.
Fully personal accounts of being Othered as non-native speakers also
become acceptable evidence (e.g. Kumaravadivelu in press; Yazan 2014).
world. Here I follow Stuart Hall (1991), who maintains that the hitherto
excluded margins are now claiming centre stage. The critical cosmo-
politan sociology cited above also suggests huge potential for cultural
travel to cross boundaries, carrying with us our cultural experiences
with the possibility of creative innovation in new domains. A range
of postcolonial writers provide powerful narratives of how essentially
modern but non-Western characters travel culturally, either to or in
interaction with, or in resistance against the West, and employ huge
amounts of creative autonomy in doing so (e.g. Adichie 2013; Bulawayo
2013; Davidar 2002; Selvadurai 1998). The immense criticality that they
bring to new and often marginalising scenarios is in effect a de-centred
criticality which brings new and exciting perceptions of the world.
An often cited sociological model which overturns the modernist
picture of separate cultures that keep us apart is the Weberian social
action model of culture which places individuals in conversation with,
rather than being confined by, their social structures. Teachers in certain
social settings may be constrained by a range of institutional, political,
economic or other circumstances; but this does not mean that they are
culturally confined by them and do not have the potential to act when
there is the opportunity. I have devised a grammar of culture based on
Webers sociology, at the core of which are underlying cultural processes
which enable all of us to engage creatively with culture wherever we
find it (Holliday 2011: 135; 2013). The important implication here is
that the major resource that teachers bring to any educational setting
is their own cultural backgrounds and experience. This underlying
cultural competence resonates with the fairly old notion of language
learning building on the communicative competence which language
students bring with them from their existing linguistic experience
(Breen & Candlin 1980; Holliday 2005: 143).
Hence, whereas cultural disbelief has tended to frame teachers who
are labelled non-native speaker and students as somehow confined
and restricted by their collectivist cultures; cultural belief makes spe-
cial effort to capitalise on the cultural experience that people bring
with them, whoever they may be. Cultural travel in particular must be
appreciated as an immense resource because of the greater diversity of
experience it implies. The diverse experience that people bring from dif-
ferent cultural backgrounds may contribute in a variety of ways, with
the potential to change and enrich both the nature and use of English
and the way in which it is taught and learnt. This is in direct contra-
diction to the perception (e.g. Medgyes 2011: 191, referred to above)
that teachers labelled non-native speaker have most to contribute at
22 Adrian Holliday
New issues
are moves to do away with old boundaries of English use such as ESL,
EFL, EAL, ELF and EIL, Kachrus inner, outer and expanding circles,
and of differently defined and diversely owned world English (e.g.
Kumaravadivelu 2012; Saraceni 2010). The changing and removing of
established boundaries will, however, cause difficulties for practising
teachers who depend on them for professional stability. It is not an easy
matter for teachers to recognise and get rid of their prejudices. This will
require an equally dramatic shift in teacher education and training.
There is not space here to go into current discussions concerning the
ownership of English; but as a clearly multicultural language it can only
be enriched with the other linguistic and cultural experience which stu-
dents and teachers bring to it, wherever and by whomever it is taught.
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Ali, S. 2009. Teaching English as an international language (EIL) in the Gulf
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Native-speakerism 25
Goodson makes the point that even when we recount our personal life
stories we draw on scripts derived from a small number of acceptable
archetypes available in the wider society (2006: 15). From the outset
there was therefore a fear that if the participants were asked direct ques-
tions about culture, they would draw on existing, powerful scripts which
reside in common popular and professional representations of culture
connected with learning and teaching English. The initial research
question was: What are the teachers perceptions of culture? We suspected
that if simply asked what their perceptions of culture were, very likely
responses would be something like: Teaching English involves teaching
British or American culture, or perhaps, in a more critical vein, English
is more than just British or American culture. This reference to British
or American culture, even in the critical mode, would already indicate a
default positioning of ELT with native speaker cultural content. It was
felt, however, that this image of English and culture could not be left at
face value and would need to be interrogated with the participants, to
find out if their perceptions really were as simple as that.
We are not suggesting here that the teachers and students in the
study are in any way lacking in the ability to think deeply or critically
about English and culture, but that within the confines of the inter-
view they might not be likely to express deeper thoughts. It needs to
be acknowledged here that the interview is an imposition on peoples
time. The participants will have many other pressing things to do than
to engage fully with the researchers agenda, and may not be able to
fathom the researchers deeper interests. In their hurried sense-making
of what the researcher wants them to do, they will also take into consid-
eration who the researcher is. If she is a member of their profession or
one of their teachers they might well imagine that it is the established
professional or classroom scripts that she is interested in. This is not a
matter of participants telling the truth or lying, but presenting what-
ever narrative they think appropriate to the event in which they find
themselves (Miller 2011). The following conversation with a shopkeeper
illustrates the point:
A: How would you react to somebody coming to your shop to ask you
questions?
B: Depends what for.
A: She says she wants to present your case to a wider audience.
B: I would tell her something harmless and wait to see what she did
next.
(Holliday 2007: 141)
28 Ireri Armenta and Adrian Holliday
Influential scripts
The shopkeeper and perhaps also the researcher are very aware of where
the politics lie in this piece of research. In ELT the politics may be less
evident. It is now widely maintained, but only in some circles, that
common cultural stereotypes are gross exaggerations and may indeed
result in neo-racist depictions of cultural deficiency connected with
collectivism (e.g. Kim 2005; Kubota 1999; Kumaravadivelu 2003), and
are often generated by political interest (e.g. Hall 1991). However, we
are nevertheless all implicated in clinging to stereotypes for a variety
of complex reasons. Cultural stereotypes are deeply embedded in the
narratives and ideologies which govern how we position ourselves
globally and in the natural psychology of how we imagine Self and
Other (Holliday 2011: 131). Many of us actively conform to the nega-
tive stereotypes which are imposed upon us in order to lead an easy life
(Kumaravadivelu 2006: 22), or use such stereotypes strategically in a
play for cultural capital (Grimshaw 2010a, 2010b). Using the term cul-
ture has also been observed to be a form of power play in institutional
discourse (Angouri & Glynos 2009: 8). Especially within the ELT profes-
sion, teachers who are being interviewed may draw on the scripts which
are enforced through teacher training that differences in language and
in learning behaviour are rooted in national culture (Holliday 2005: 27,
citing Baxter). A further important factor is that we are very likely to
be unaware that we are enacting such discourses of culture, so deeply
embedded are they within the tacit, normalised fabric of our social
experience (Fairclough 1995: 36; Spradley 1980: 7).
Native-speakerism is very much connected with this in the sense
that the prejudices which are generated by this cultural politics are
often located in perceptions of native and non-native speaker
teachers and students, where the former are associated with idealised,
imagined, individualist cultures and the latter with demonised, imag-
ined, collectivist cultures of deficiency (Armenta 2008; Holliday 2005;
Holliday & Aboshiha 2009; Kubota & Lin 2006; Kumaravadivelu 2003;
Nayar 2002; Pennycook 1998). This means that not to interrogate
these concepts with the research participants would be to feed this
neo-racist preference for native speaker teachers which already has
Researching Discourses of Culture and Native-speakerism 29
the study were experienced cultural travellers, it was the students who
demonstrated the possible antidote to native-speakerism a propensity
to engage with potential cultural conflict in their English course and
with foreign teachers.
It may be the case that the critical incidents helped the students to
externalise their cultural knowledge and to offer some more creative
and critical cosmopolitan constructions of culture which transcend
essentialist lines, where there is a belief in being able to engage with
culture wherever it can be found (Holliday 2013). Incident 1 contrib-
uted here by drawing attention to how the students took the potentially
alien, presumably native speaker credit card culture and stamped their
identities on it by playing with the concepts. They knew already how to
turn threat into irony and banter from their own everyday experience.
It may be the case that the critical incidents helped the students to
externalise their cultural knowledge and to offer some more creative
and critical, cosmopolitan constructions of culture which transcend
essentialist lines, where there is a belief in being able to engage with
culture wherever it can be found. Incident 2 contributed here by draw-
ing attention to how the students countered the potentially alien,
presumably native speaker assumption of superior self-confidence
with a robust affirmation of their local identity and classroom tradi-
tions. Likewise, the students were seen to contest national stereotypes
through the assertion of the primacy of the individual; or, as they put
it, people are not cultures.
The social setting is also a cultural space in which the researcher must
carry out fieldwork in a close relationship with the participants. In
co-constructive research it is all the more important for her to form
an appropriate relationship with them, especially as she is a familiar
member of the community but with a different researcher role. The
researcher must deal with all the responses to his or her presence
(Spradley 1980: 48).
Spradley explains how the qualitative researcher must enter the field
with great care. The classic ethnographic research cycle is important
employing a strategy of progressive focusing so that, as far as pos-
sible, both questions and answers must be discovered in the social
situation being studied (Spradley 1980: 29, 32). The researcher thus
ideally begins by looking around, searching for clues, and then focus-
ing as issues emerge. In the case of interviews this means moving from
Researching Discourses of Culture and Native-speakerism 35
Once the principle of the research setting has been taken on board,
rather than thinking of separate interviews, the potential interconnect-
edness of the data becomes a powerful resource. An important discipline
here is personal knowledge (Holliday 2007: 109; 2010). This is not insider
knowledge of the particular place where the research is taking place,
but of life in general. Therefore, in this study, the researcher knows
from experience of life that things are more complex than what a single
36 Ireri Armenta and Adrian Holliday
explanation might offer. She must therefore search around for clues in
the wider corpus of data. Regarding how culture is constructed, she also
knows what it is like to construct culture differently at different times,
and to employ these constructions strategically and creatively. This
knowledge might lead her to make other sorts of interventions (Holliday
2012), by, for example, directly asking the question, Have you ever found
yourself in a difcult situation where you have found it strategically useful to
say something about who you are which might not be strictly true? It is amaz-
ing how many people nod with recognition when this sort of question
is asked. Personal knowledge is thus what we know about the world,
but when we are thinking about it in a disciplined manner. Another
discipline helping us here, which is commonly written about with
regard to qualitative research, is making the familiar strange, or trying
to think differently and freshly, or looking at things as though one is a
stranger (Holliday 2007: 10 267, 34). In the case of the researcher in our
study this meant being able to stop thinking like a teacher, being able to
recognise familiar professional scripts as discourses, and also being able
to work with her participants, standing outside familiar discourses and
speaking beyond their scripts. This powerful and very necessary inter-
relationship between our own realisations and those of our participants
is expressed well in this brief exposition of auto/biography as:
Thick description
Looking at the research project in this way helps one to look forward to
what the analysis will be like. Spradley states that analysis is a search
Researching Discourses of Culture and Native-speakerism 37
for patterns, and that you must discover the patterns that exist in your
data (Spradley 1980: 85). What Spradley suggests, along with all quali-
tative researchers who understand the power of the research setting,
is a holistic treatment in which the emerging patterns or themes relate
across all the data (e.g. Thornton 1988). Looking at the data holistically
allows a conversation between all the different types of data. Hence, by
interconnecting classroom observation and interviews with both teach-
ers and students, the researcher was able to look into the deep culture,
its complexities, and the struggles and challenges it represented. This
meant that, with regard to critical incident 2, regarding asking permis-
sion, it was not about observing that students ask for permission to go
out to the bathroom, but rather the values and assumptions that under-
lie those actions. In the broader social setting it was known that being
late for class was what teachers and students quite generally struggled
with because of the timing of classes, with little connection with non-
native speaker cultural deficiency.
The principle of interconnecting data in this way is thick description,
which is considered the keystone of good qualitative research. Whereas
a thin description simply reports facts, independent of intentions or
circumstances, a thick description, in contrast, gives the context of
an experience, states the intentions and meanings that organized the
experience, and reveals the experience as a process (Denzin 1994: 505).
In this research project, the thin description would have produced the
ready-made scripts about culture discussed at the beginning of this
chapter. Employing thick description enabled the researcher to engage
with her participants in a conversation between a number of interre-
lated things:
We have only managed to scratch the surface with regard to the rich
data that was collected; but the brief examples we have provided show
that the teachers and students deeper feelings about culture and its
relationship with a broader, complex politics of native-speakerism have
been broached. We hope that we have been able to demonstrate with
this small example from the research project how such richness can
38 Ireri Armenta and Adrian Holliday
References
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Language Studies, Canterbury Christ Church University, Canterbury.
Armenta, I. 2014. Unpublished Ph.D. Constructing the Concept of Culture in a
Mexican University Language Department: The Struggles of a Small Group English
Teachers and Students. Unpublished Ph.D. Thesis. Department of English &
Language Studies, Canterbury Christ Church University, Canterbury.
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Researching Discourses of Culture and Native-speakerism 39
43
44 Pamela Aboshiha
self-images in ELT where they are recorded as being privileged and fted.
However, ELT is also a profession where academic texts repeatedly sug-
gest that the dominance and influence of the native speaker is waning,
as English extends its ownership and old norms are no longer appli-
cable (Canagarajah 2005; Crystal 2003; Graddol 2006; Jenkins 2000;
Kirkpatrick 2007).
The study of these teachers also included finding out the extent
to which the native speaker community viewed their non-native
speaker teacher counterparts, because in following Davies (op.cit.)
argument, identity or membership of a community must include what
one is different from, that is not being a non-native speaker (Davies
2004: 434).
The study took place over 18 months and data was gathered from
multiple interviews conducted in the United Kingdom, with seven
experienced and well-qualified British English language teachers, as
well as from e-mail exchanges between myself, the researcher and the
participants, and field-notes. All the participants had a minimum of 15
years teaching experience working in a variety of institutions in a wide
number of international settings. They had at least Diploma-level quali-
fications, some had Masters and some were English language teacher
trainers. In other words, it was reasonable to conclude that these teach-
ers regarded ELT as a long- term profession.
The data collected from these native-speaker teachers revealed prac-
titioners who saw their professional identity and value to world-wide
ELT institutions as deriving primarily from their British birthright
(Walelign 1986: 40) and educational background. For example:
The native speaker teachers in the community also insisted they had
superior language proficiency and classroom pedagogy compared to
their non-native speaker teaching colleagues. I recounted, with regards
Rachels Story 45
The native speaker teachers also praised their own pedagogical approach
to the classroom, criticising counterparts: Native speaker teachers tend
to have a different kind of methodology where they are more encourag-
ing, not creating anxiety, actually lowering anxiety. They [the native
speaker teachers] dont walk into the classroom and create more anxiety,
which is a Japanese teachers way of dealing with their pupils.
Indeed, the study revealed how, apart from confidence built on
birthright, pedagogical practice, language prowess, the native speaker
teachers self-image of superior professional identity in the field of ELT
was consistently reinforced by this oppositional stance to their non-
native speaker counterparts. For example, when talking about an edu-
cational system which was not British, a teacher commented: Its fairly
old-fashioned the entire educational system. They [the non-native
speaker teachers] are not trained to think and work things out for
themselves in any subject at school. The status of the native speaker
teacher in this small community was thus reinforced by similarly overt
comments, alongside many more couched denials of the linguistic and
pedagogic abilities of non-native speakers in the field.
A final identity marker of this particular native speaker community
was unease and scepticism about the writings of academia, both in
terms of what literature could offer English language teachers as class-
room practitioners and, notably, academias relentless problematisation
of the continuingly superior role of native speakers, despite the fact
that English is a worldwide lingua franca. The study records diatribes
about the lack of usefulness of academic writing to teachers such as
46 Pamela Aboshiha
Renegotiating professionalism
The beginning
Only one of the teachers in the community, Rachel, emerged as relying
on birthright, language proficiency and educational background as
markers of professional identity less heavily than her colleagues. And
Rachels Story 47
it was also Rachel who ultimately saw herself as more aligned, in terms
of professional challenges, to her non-native speaker counterparts, as
well as more interested in and less dismissive of the literature than the
rest of the studied community. However, this position was not where
Rachel began. She, too, demonstrated a similar profile to the other
teachers in the group at the outset when she noted about her own
institution and the native speakers it employed: I believe that [in this
country] my institution carries quite a lot of weight the reason they
come to my institution is that it is much better to be studying here,
implying better to study with native speaker English teachers than in
the national institutions. Rachel reiterated this concept when she gave
a list of what she understood to be the criteria for employment in her
institution. I commented on the list:
It is worth noting that the first item on her list is identity, which to
my mind is shorthand here for white and educated in an English
speaking country or coming from an English speaking country.
Certainly as another EFL teacher myself I recognised the unspoken
discourse. Indeed, the first items on Rachels list are not qualifica-
tions or teaching expertise and in fact these are the final items on
the list.
Rachel also revealed that a national of the country where she was work-
ing might be acceptable as a teacher employee in her institution but,
tellingly in terms of native speaker privilege, only if the person had
emigrated at an early age and had English as a first language. She, too,
like the other teachers, criticised the educational system of the country
she was working in as conventional, set and rigid, everythings eyes
down. Finally, when asked about reading publications which advocated
less native speaker dominance in the field of ELT and seemed to offer
some insights into classroom practice, she said: That is almost like a
new idea, that is sorts of academic theories I havent read a lot about,
thereby positioning herself comfortably alongside her native speaker
counterparts.
However, unlike the rest of the teachers in the community, over the
duration of the study, Rachel eventually revealed herself as a native
speaker teacher who wanted to engage with the literature, discuss,
investigate and reflect and to make changes to how she conceptualised
her professional identity. Her journey provided a blue-print that I saw as
important and hopeful in the development of the demonstrably ethno-
centric native speaker teachers in the study. These teachers, whatever
48 Pamela Aboshiha
Rachel said the arrival of the new Director of Studies has been so
beneficial for her. Shes phoned me each Sunday to tell me about
whats going on in her institution. She told me that if shed done the
first interview [for the study] now, it would have been quite differ-
ent. She said they hadnt considered theory for a long time and now
theyre suddenly looking beyond the grammar syllabus with this new
Director and his new Assistant. Theyre having what she calls inter-
esting training sessions, talking about these issues and discussing
Thornburys (2003) Dogme article.
This year we had a new Director, somebody who has more informa-
tion about pedagogy, more interest in the activity of teaching even
though hes a manager Hes primarily concerned with what were
doing in the classroom. He has quite a lot of respect for teachers.
And so it was suggested right from the beginning of the year that we
could work on unpacking, any particular issues we wanted to ques-
tion. There was a concerted effort from the top and in our Teacher
Development sessions to open up, unpack, all were doing. Also
the person who came as Assistant Director was also interested, so
Rachels Story 49
I suppose there were two people coming in who had similar views,
similar desires, impetus to change things. I dont know to what
extent I wouldve come the route Ive come this year if it hadnt been
for that.
The contrast between the first and later interviews with Rachel was
marked. In the latter, following the arrival of new line-managers, she
spoke eagerly in lengthy stretches of fluent discourse about new insights
gleaned from literature and practical classroom experiences she could
relate to her reading. She was interested, aware of what was going on
and confident. She was up-to-date and critically aware. She mentioned
issues being written about and discussed in texts and papers and was
genuinely involved with the ideas she spoke about.
Moreover, during the year Rachel not only had the stimulus of new
pedagogically and theoretically involved line-managers but had also
asked me (the researcher) to send her other articles, titles of books
and she would then e-mail her reactions to what she had read or tel-
ephone to talk about things she was reading from the discussions in
her institution.
Interestingly, I noted often that the issues Rachel spoke of related to
some of the topics of my original interview, that is the possibility of a
changing role for the native speaker teacher as ownership of English
shifted with less emphasis on native speaker serendipitous attributes
of birthplace and pronunciation to the consequent emerging impor-
tant role for the non-native speaker teacher. It seemed, thus, that the
line-managers who had suggested experienced teachers delve into what
they were interested in, rather than presenting predetermined devel-
opment sessions, and who had provided literature for teachers had
caused Rachel to begin a quite serious investigation into her practice.
In fact, I observed how her awoken interest in literature began to take
her in new directions. I would argue, therefore, that the presence of
influential individuals, who it seems had agendas to develop their own
professional identities, very much acted as a catalyst for Rachels invest-
ment in a changing vision of herself as an EFL teacher. She became less
dismissive of and more eager to engage with the issues being raised in
the literature.
This reconceptualisation of professional identity, which was theoreti-
cally integrated and inspired by her new interests, also caused Rachel to
begin to conduct workshops herself with teachers in her institution. She
phoned after one of the workshops she had given and said: Thank you,
this all came about from those ideas you threw at me. What I said in
50 Pamela Aboshiha
the workshop was a big statement about who I am and where Ive come
from; I was thinking about how much Ive learnt since you started
doing the study.
Her reconceptualisation of her role was in contrast to the others in
the community. These other teachers had neither had the stimulus of
line-managers with resultant enlightened bottom-up teacher develop-
ment, nor had they continued to correspond in the same depth or as
frequently with me as Rachel had. This professional/personal interac-
tion with a researcher appeared to have motivated Rachel, too. It was
not just that she would comment that something was interesting and
perhaps talk about it for some time, as her other colleagues would.
Rachel did more. She acted on the initial interest and began to investi-
gate the literature we spoke about and use it to reflect on in her classes.
To me this indicated that she had begun to try to make an investment
in a new native speaker identity, which relied less on the fortunes of
birthright, pronunciation and education and more on professional
knowledge and awareness of current issues in the field of ELT.
In further development she decided to give more workshops at confer-
ences. These were planned to be about her journey through teacher devel-
opment over the months. She continued to talk about Dogme (Thornbury
2003), Paolo Freire and ideas of critical pedagogy, as well as Exploratory
Practice (Allwright 2003) and how reading around these subjects and
these authors had helped her see connections to her work. She spoke ani-
matedly about her ideas and what she wanted the teachers to take away
from the workshops: I want the teachers just to start to reflect on who
they are and why they are doing what they do and what their roles are.
It seems, then, that both the instigation of enlightened academic
management willing to allow self-directed teacher development, in
contrast to the prosaic, top-down teacher development reported by her
colleagues in the study, as well as the stimulus of a researchers agenda
acted as powerful conduits to Rachels uptake of the challenges of deliv-
ering workshops and her desire to embed new understandings into her
classroom practice. Interestingly, as well, she acknowledged that the
line-managers openness meant that she was not alone in her staff room
in developing as a teacher:
The option to try new things was open to everyone and I think part
of our development work was to feed back to one another about
what wed done and a lot of people had been doing different things.
I think it would be true to say it had become more open pedagogi-
cally, become more vibrant, more stimulating.
Rachels Story 51
So given this idea that I wanted to explore things a bit more, I just
observed. I just sat and watched. This is very often the situation you
have here. Very often, there are these chaotic, uncontrollable classes
that may disintegrate towards the end of the year and youre looking
to parents and youre looking to someone to help you to find tech-
niques, to help you with this unsolvable situation and it happens
to me and to other people. So it just seemed appropriate that one
should take that and use it in the notion of this Exploratory puzzle.
It seemed here that the classes Rachel would have seen as stressful chal-
lenges previously, were no longer as exhausting and caused her far less
anxiety. The reading of literature and managing to relate it to the classes
she was teaching, created a new and calmer professional perspective. In
thinking of herself as a researcher, she saw the classroom as a site for
52 Pamela Aboshiha
exploring other possibilities and seemed able to see teaching and learn-
ing more objectively.
She continued:
from Kachru and say to them that there are more L2 speakers in the
world than L1 and then go into the Graddol and ask them what will
happen to English. It just gave them food for thought.
The last day we looked at David Hills stuff from Turkey and the whole
notion of native and non-native teachers and should we just be look-
ing at the nature of the professionals? Has this person any idea about
teaching? Rather than Is this person a non-native speaker?
What Rachel says here in the last lines demonstrated how she gained
increased inspiration and insights from the literature and the issues it
brought to the fore. Her need to interest and involve the teachers on
the training course in order to help them expand their understanding of
ELT had pushed Rachel to herself occupy another professional space. It
appeared that, with her query Has this person any idea about teaching?
she had begun to think about all English language teachers irrespective
of their first language and their need to know about teaching and the
macro-context of English in the world, rather than relying their birthright,
language proficiency and education as their main professional markers.
In fact, the comments that followed Rachels implementation of the
development course indicated her openness to detachment from place
and language as identity markers. She seemed willing to acknowledge
the new ownership of English and also not to be so concerned about
native speakerness. It seemed that Rachel had begun to see English lan-
guage teachers in terms of teaching skills, knowledge and understand-
ing classrooms and their broad contexts. Here, too, instead of classifying
the teachers as others because they were non-native speaker teachers,
Rachel seems to have begun truly to share professional ideas with them
in some meaningful way and focus on teaching English rather than
where the teachers come from and what they sound like.
about what she was reading, especially in terms of the changing owner-
ship of English. She said:
The second, intertwined factor was reading the literature of the pro-
fession. Rachel began to view classrooms as areas for research, rather
than sites of struggle. She also realised from the literature that the
global shift that was moving English away from native speaker inter-
pretations. Finally, the last influence derived from her work with her
non-native speaker counterparts, appeared to be a growing ability to
minimise individual difference and maximise professional commonali-
ties. Rachel saw that working with other colleagues was only other in
terms of their personal identities of language and origin but the same
in terms of their professional identities as teachers of English. Rachel
was able to appreciate these teachers as English language teaching col-
leagues, tussling with the same ELT issues as she was, rather than as
non-native speaker teachers and in some way or ways inferior to her
native speaker self. This enabled Rachel to reconstruct herself, based
on professional knowledge and not an identity based, more personally,
on a fortuitous place of origin, language of birth and having a British
education. Woodward comments that globalisation could lead to the
detachment of identity from community and place (1997: 16) which,
while seen by Woodward here as a negative phenomenon, in the case of
the sample of native speaker EFL teachers in the study could perhaps
be positive. Detaching her professional identity from her British birth-
right and educational background is exemplified in another comment
from Rachel about her young learners classes in the country where she
works:
Thus, in Rachels case, she continued to explore her views and appeared
no longer to inhabit an overtly articulated oppositional space with aca-
demics, but to see their writing instead as an aid to helping her solve the
struggles of the classroom. Neither did she, latterly, demonstrate the often
unhappy, frustrated professional dilemmas of her other native speaker
colleagues in the small community investigated, who railed both against
academics and non-native speaker counterparts. As time passed Rachel
was no longer wedded to place and language as markers of her profes-
sional identity and, importantly, did not appear to be fighting to retain
those as the mainstays of her self-construction as an EFL teacher, but
was healthily divorced from them. She had, it seemed, over the course
of the study in which she was involved, broken with the past and begun
to abandon the old natural order as far as she could. In other words,
Rachel demonstrated how a possible identity for an international English
teacher, rather than a native speaker English language teacher, might
profitably evolve in the globalising world as English increasingly becomes
a planetary tool. Rachel, too, was fitting the model that Giddens describes
in his work on the globalising tendencies of modern institutions and the
profound transformation these are having on personal activities:
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58 Pamela Aboshiha
I dont know but for myself I liked English and I think being good
at English will benefit me in some way (yes) at that time I dont
know if English will give me a better chance to get a job or not.
I knew that it I can take advantage of learning English in some ways
in some point of time but I didnt know. (Thai5f)
I think for most I met while I was in university with native speakers
when you know, theres some group, or exchange group when there
were Christian groups they came to the uni canteen and we could
talk with them they told us about Jesus or something I talk with
them. If they are native speakers I talk with them. (Thai5f)
I spent time walking in the tourist areas and catching the tourists and
talking and sometimes having funny experiences you know that
tourists can sometimes be cautious you know if you say can I talk to
you a while? tourists think there must be some kind of trick. (Viet1m)
Redefining English Language Teacher Identity 63
Viet1m obviously became familiar with tourist ways in his home city, to
the extent of finding a way of dealing with tourists reluctance to engage
with locals. These two examples, in Thailand and Vietnam, show an
ability to exploit native speakers, whether missionary or tourist, indicat-
ing a degree of control which does not depend on native speakers, but
which, on the contrary, allows the learner to make use of the native
speaker resource. This same ability to exploit native speakers as a learn-
ing resource will be seen in the discussion of foreign teachers, below.
Memories of language learning thus show the richness and value of
contextual experience. This important background is being considered
by researchers such as Hayes, who has expressed the aim of contributing
to an increased understanding of teachers lives within their specific
social contexts in order that the knowledge base of TESOL in its multi-
ple professional realisations might be expanded (2010: 58). In describ-
ing their learning experiences, my participants provided information of
their specific social contexts, including family background and oppor-
tunities for speaking practice. Hayes has, furthermore, outlined the
importance of exploring these perceptions by presenting research which
aims to make a case for further research into the careers of NNS
English teachers in order that the full richness and complexity of
teaching and learning of English in the widest possible variety of
socio-educational contexts can be revealed and compared. (2009: 84)
Rather than impose CLT or for that matter any particular meth-
odology on teachers, a more rational and productive stance is to
encourage them to adopt an eclectic approach, and draw on various
methodological options at their disposal to meet the demands of
their specific teaching situations. (2005: 67)
Redefining English Language Teacher Identity 65
They can see that CLT is the good one but they do not see whether
the student needs, that kind of competence because the majority
of the students secondary school or maybe lower secondary school
students come from the rural or mountainous areas where they do
not have any opportunities to communicate with foreigners and
they learn English for what they learn English to pass exams so at
that time they whether the student needs communicative compe-
tence or not is not recognised or mentioned. (Viet1m)
Um, the real, the environment where they teach. And the ideologies
of the approach on the matter that they should apply. Um, I think
the biggest one is the [teaching] students do not have the environ-
ment to practise speaking English. (Viet1m)
Moreover, the mismatch between what the student teachers have been
taught, and what they have to face in their teaching environments is
not, it seems, sufficiently addressed. Not only do their students need
to pass examinations which do not involve CLT, but also there is little
opportunity for the development of oral communication skills, seen as
the main thrust behind CLT.
66 Anne Swan
Yes, but when, when the class was changed a bit when they started
introducing communicative language teaching for example, you
know, and weve had meetings on this several times and weve talked
about communicative language teaching and how in these courses
the students should be given more opportunities to communicate
more speaking, you know with each other more speaking with
peers, more writing activities, etc. But not all the teachers are really
into communicative language teaching mainly because they feel the
students are not ready for it. Mainly because they feel they need to
learn more about grammar before they can start communicating so
theres a whole debate around that. (Phil1f)
Reactions recorded here recall what may be expected from any tradi-
tionalist core being faced with a new approach: the feeling that more
grammar is needed suggests a traditional bias. However, the Filipino
teachers are not operating in a western context and they may there-
fore feel that, in addition to being asked to embrace a new teaching
approach, they are being asked, possibly, to abandon practices that are
part of their own educational culture, which is bound to be different to
the Western cultural setting of CLT. Consequently, these teachers judg-
ments of what students may be ready for cannot easily be interpreted
by someone from outside their context, i.e. from a Western setting.
Participants understanding of their students needs was related to a large
extent to their use of CLT methodology, as discussed above. Hence some
of the criticism of CLT was a result of lack of appropriate contexts for stu-
dents to develop their oral communication skills. Considering the Chinese
context, similarly to Viet1m, above, in his concern with the Vietnamese
context, Chin4m was doubtful of how far CLT should be prioritised.
Academic writing
Sharing their students cultural and educational environments has,
overall, given participants insight into their learning needs in a variety
of ways. Having a common first language also enables a clear perception
of student needs, as in Viet1ms understanding of his students writing.
He believes they have difficulties:
Teaching materials
Comments on teaching materials often included regret that the mate-
rials available were not appropriate to the local context. Phil1f, for
example, is aware that some teachers may not be sufficiently concerned
about adapting foreign materials. She goes on to give an example of
how local knowledge is invaluable to the successful adaptation of for-
eign materials. She mentions the need to tread carefully with classes of
both Muslim and Christian students, recalling an incident which had
raised religious sensibilities to dangerous levels:
Right now were really trying to encourage not just in the university
but in basic education were really trying to encourage nationalistic
70 Anne Swan
themes themes that deal on values for example so those are the sort
of things that are encouraged but also different kinds of themes like
family, friendship, and in English 101 class for example theyre even
trying to incorporate things like technology I mean you can talk
about technology, you can talk about the world you can talk about
different cultures, you can talk about different countries that sort
of themes are fine. (Phil1f)
However, she sets limits to what she believes Filipinos will tolerate:
The two important points arising from this example concern, firstly,
the choice of content and, secondly, the use of translation as part of the
method. The content an article on an environmental issue illustrates
a strong local connection with the disappearance of croaking frogs as
their habitat is destroyed and takes the language learning activity into
students lives more profoundly than a commercially produced textbook.
The translation activity derived from the text is developed in such a way
that the students are able to think about how the language works. In
fact, Viet1m has used translation to show the differences in the struc-
tures of English and Vietnamese a relevant activity when teacher and
student share a first language. Making use of translation in this way has
allowed Viet1m to exploit an often overlooked strength the bilingual
knowledge that he shares with his students. The use of the first language
enables him to point out how English translated into Vietnamese word-
for-word is not Vietnamese any more and from there it is a straight-
forward step to infer the reverse process for English. Learning how
languages are structured is in this way made comprehensible through
contrast with a known linguistic system and could be argued to reinforce
linguistic identity, thus counteracting native-speakerist supremacy.
gave this as the first reason for employing foreigners and it is also the
main reason in Thailand and Indonesia. Hence the superior teaching
skills which many native speaker teachers pride themselves on possess-
ing (Aboshiha, this volume) are given scant recognition.
As a result of this fondness for talk, Chin3f goes on to claim that her
students in fact make considerable progress through interaction with
foreign teachers and become more enthusiastic about seeking her help
to develop their oral skills (cf. Swan 2013):
And some students from other countries English is not their native
language but they speak English as well. They like- the students in
some classes who were not taught by the foreigners they really
wanted to be taught by foreigners. (Indo1f)
Conclusion
What emerges most strikingly from this study is the absence of a sense
of inferiority or self-marginalisation expressed by participants work-
ing in their own countries. In these portrayals of lived experiences,
multilingual teachers have revealed how the evolving sense of their
own professional identity has given them the confidence to assert the
value of their local knowledge. They have shown a remarkable ability
to exploit native-speaker skills for their own needs, as well as those
of their students. They have also established limits to the skills they
consider valuable. Further research in this area might helpfully reveal
levels of confidence and self-assurance which to date have not been
sufficiently recognised. Moreover, abandoning a preoccupation with
74 Anne Swan
References
Borg, S. 2003. Teacher cognition in language teaching: a review of research on
what language teachers think, know, believe and do. Language Teaching, 36:
81109.
Canagarajah, S. 2002. Globalization, methods and practice in periphery class-
rooms in Block, D., & Cameron, D. (eds) Globalization and language teaching.
London: Routledge.
Canagarajah, S. (ed.) 2005. Reclaiming the Local in Language Policy and Practice.
London: Erlbaum.
Du, H. 2005. False alarm or real warning? Implications for China of teaching
English. Journal of Educational Enquiry, 6/1: 90109.
Hayes, D. 2009. Learning language, learning teaching: Episodes from the life of
a teacher of English in Thailand. RELC Journal, 40: 83101.
Hayes, D. 2010. Duty and service: Life and career of a Tamil teacher of English in
Sri Lanka. TESOL Quarterly, 44/1: 5883.
Holliday, A. 1994. Appropriate Methodology and Social Context. Cambridge:
Cambridge University Press.
Hu, G. 2005. CLT for China: An untenable absolutist claim. ELT Journal, 59/1:
658.
Kumaravadivelu, B. 2006. Understanding English Teaching. New Jersey: Erlbaum.
Kumaravadivelu, B. 2012. Language Teacher Education for a Global Society: A
Modular Model for Knowing, Analysing, Recognising, Doing and Seeing. USA: Taylor
and Francis.
Swan, A. 2013. Putting the learner in the spotlight: Future directions for English
teachers. Iranian Journal of Language Teaching Research, 1/3: 6377.
Tsui, A. 2007. Complexities of identity formation: A narrative inquiry of an EFL
teacher. TESOL Quarterly, 41/4: 6576.
5
The Influence of Native-speakerism
on CLIL Teachers in Korea
Yeonsuk Bae
This chapter presents data which produces evidence about how native-
speakerism is subconsciously embedded in the mind-set of two Korean
elementary school teachers. The concept of native-speakerism which
was coined by Holliday (2005, 2006) is a useful term to look into the
world where English is used, while carrying around the culture of the lan-
guage in use. In particular, Holliday (2006)s explanation of the belief
that native speaker teachers present a Western culture from which
spring the ideals both of the English language and of English language
teaching methodology (385) is useful to understand the experiences of
two Korean teachers. As native-speakerism is largely context-depend-
ent, it is important to be aware of the contextual information to better
understand how native-speakerism is perceived in the given context
(Nomura and Mochizuki 2014: 1).
As Phillipsons (1992) well-known concept of linguistic imperialism
states, the concept of the superior native speaker teacher was constructed
in the 1960s in the parts of the world where English was commercialised.
However, even in the earlier days in Korea, this concept of superior native
speaker had been largely constructed among Koreans, as South Korea was
provided with various aids by the western countries after the Korean Civil
War in 1950. In particular, financial aid from America to the poor who
barely had the basic necessities of life seemed to contribute significantly to
the construction of the concept of superior native speaker. Consequently,
Koreans felt that they became superior if they used English to communicate.
The motivation for this study initially came out of my own experience
working as an English teacher in Korea and being part of the team
75
76 Yeonsuk Bae
writing the science textbook packages for the content and language
integrated learning (CLIL) pilot project in which my participant teachers
were involved. While I was working in this text development project,
I had difficulty producing the materials due to my lack of knowledge
not only of scientific content but also of scientific vocabulary in English.
Consequently, my main concern became how elementary school teach-
ers were going to teach science in English using the materials provided,
as they were mostly not trained as English teachers and I evidenced from
the seminars that some of them were barely able to speak in English.
The data for this study was collected over three years from open-
ended interviews conducted in South Korea with two teachers,
Kyungduk and Heungjin. Both of them had more than ten years of
teaching experience as elementary school teachers including three
years of CLIL involvement. This government-funded CLIL project was
piloted throughout the nation from 2008 to 2010 for three years. The
teachers involved in the project were largely allocated to the duty just
before its implementation, without having been provided with much
pre-training. Before embarking on the first data collection in November
2009, I had worked as an English teacher in one of the English summer
camps in Canterbury in July and August 2009. The reason for applying
for this job was that I wanted to prove myself as an English teacher.
I always longed to speak like an English native speaker. Also, I think
there was a desire to meet others expectations, which assumed that
the English teacher who had a Masters degree from the UK would be a
proficient English user. This became a great pressure on me. I acknowl-
edged the fact that there are many areas I could not freely discuss,
such as politics and science, but I wished to be fully knowledgeable
about everything in English. I did not much care about not knowing
Korean words, but I did mind not knowing English words. If a native
speaker were to be defined as a person who could make complete use
of his or her mother tongue, I would not be a Korean native speaker.
Despite this recognition, I could not be free from my obsession with
English. Therefore, I needed a powerful means of appreciating my own
skills to convince me I could be a confident English teacher. Working
at the summer camp in England mostly with English native speakers,
teaching students from Spain, Austria, Italy, France, China and Japan,
was an unforgettable and invaluable experience for me. Even though
I did not completely get over my obsession with English, I became
confident, not so much as an English speaker, but much more as an
English teacher.
The Influence of Native-speakerism on CLIL Teachers in Korea 77
resistance and frustration were caused by fears about her own English
proficiency:
This extract shows her immediate reaction to the assignment of the new
curriculum, which she had strongly resisted participating in. In spite of
her initial resistance, she swiftly moved onto finding a fastest way to
improve her English, and so to be a proper teacher, with the knowledge
The Influence of Native-speakerism on CLIL Teachers in Korea 79
required. It could be said that she was seeking the fastest way to regain
the image of authority that she felt had been undermined by her per-
ceived lack of English knowledge.
What is interesting here is Kyungduks perception of a native
speaker. She considered hiring a native speaker would be the quick-
est way to enhance her English speaking level from what she thought
of as nothing, placing high value on them in terms of English lan-
guage learning. This perception will be discussed in the following sec-
tion when describing her position in the classroom. Furthermore, she
emphasised because I was talking with a native speaker as the rea-
son for her increasing confidence in English, in an assured voice. Thus,
regardless of the level of communication in terms of such knowledge
of English as grammar and vocabulary, the mere fact that she was
able to communicate with a native speaker seemed to give her
satisfaction, which led to her having confidence in English. It could
be said that she identified a native speaker with someone who pos-
sessed the knowledge and power she aimed to acquire. Consequently,
communication in English with the knowledge-possessor allowed her
to identify herself with the native speaker, who she considered to
have the power.
Despite Kyungduks bravery, she encounters the moment when she feels
she has to abandon her sustained position of a teacher and accept what
is manageable in order to teach CLIL:
Last year, there were two native speakers in my class. They lived in
America before and were able to speak native-like English already.
Thus, it was really hard for me to speak English in front of them.
I am not good at English. The thought of not being able to speak
English has really stuck in my mind. I was so scared to speak English
even word by word while these two natives were attending my class.
I spent some time being really scared of it at the beginning, however
I suddenly came up with this thought. They are native English speak-
ers anyway and I am not. Then, why should I be afraid of them?
I thought if I break through this fear, the rest of the students will do
also. So, I said in front of the whole class to these two natives, Please
correct me if I make mistakes, and to the rest of the class we cannot
speak English like them here in Korea. Lets learn English from them.
I broke through the fear by myself by saying this. After that, I was
free from this fear and the students as well since they were intending
to get help. (Kyungduk)
at the outset of the project, which was mainly caused by the perceived
lack of English proficiency, it could be said that gaining confidence in
English contributed to the attainment of self-efficacy in teaching.
In addition, an interesting point here is the way she justified her
own increased speaking in English in the lesson, saying I can control
my speaking on my own (strongly emphasising the word I). Contrary
to her criticism of the specialist English teachers, who she felt often
spoke too much in class, thus depriving the students of the opportu-
nity to speak, she seemed to believe she had the capability to adjust the
amount and the level of English as appropriate for the lesson, confi-
dently making a comment.
Interestingly, here she indicated herself as I in this extract rather
than we when describing and comparing her teaching practices with
those of the English specialist teachers, referred to as they. It could
suggest that although she was able to say that confidence in speaking
English had been achieved, she still seemed to perceive herself as some-
one with a lack of knowledge in English, by not including herself in the
group they. Also, she seemed to build her own professional identity,
gradually moving away from both groups: we and they. This might
mean that to a certain extent she overcame the initial fear and anxiety
by gaining confidence in English, and therefore there was no need to
protect herself from the others as strongly as she had done previously.
The other interesting aspect identified from the conversation with
Kyungduk could be called the self-defence of avoiding criticism, which
allowed her, to a certain extent, to be mentally free from criticism about
her English proficiency:
training she had attended and her teaching over three years. In other
words, she was excellent enough to give a lecture on CLIL at a teacher-
training centre of the local educational authority. In addition, she said
I am the history of CLIL in Korea (Kyungduk) in one of the CLIL ses-
sions at the training centre. Nonetheless, she was still securing herself
in the territory of those with a non-English-major background, saying
I do not have an English background instead of I did not have English
background. She seemed to use her non-English-major background as a
means of being psychologically free from criticism. As she was an out-
sider in terms of her academic origins, she could be free from the limits
and boundaries of the academic field. On the other hand, she drew on
her background as a means of praising herself for her accomplishment,
and this may be the reason why she could call herself the history of
CLIL in Korea. This positioning can be seen as a form of self-defence,
to push away perceived professional shortcomings which could cause a
feeling of vulnerability (Kelchtermans et al. 2009). Kyungduk, who has a
strong orientation towards social studies, referring to herself as a teacher
with a subject base, seems to put herself in the position of contradict-
ing the teachers with an English base, showing a certain level of antago-
nism. It seems to me that Kyungduks attitude of self-marginalisation
towards English native speakers is extended to the group of people who,
she considers, have a certain level of connection to English.
She seemed to feel abashed by the fact that she deliberately tried to
project an image of being friendly, kind and cheerful in CLIL lessons.
She even strived to show that the image of her enjoying herself, being
happy to use English, was presented so that her students could share it
with her. Because of her professional experience as a teacher, she seemed
to be certain of the beliefs she held. However, she said to feel like to
share the image rather than mentioning the theories that she drew on
for it. The answer to this question seemed to be getting clearer for her as
the conversation between us progressed. She narrated her experience of
encountering the chance of using English native teachers first names:
they are, the older usually is not referred to as a friend, but a senior.
Therefore, to Heungjin, who had previously not had much contact
with native speakers, this experience of using first names may have
been a critical moment for her in getting to know some part of the
culture of English-speaking countries, making her feel as if she were
like a friend with the native speaker, despite the differences in their
social status and age. From this, she appeared to conclude that the stu-
dents must perceive their native English teachers, who insist on their
students calling them by their first names, unlike Korean teachers, as
friends, which may result in the students feeling more relaxed and at
ease when meeting them. Also, it could be said that this experience
has influenced her reducing her perceptions of the power and status of
a teacher and, to a certain extent, may have resulted in her being less
formal and authoritative.
Heungjin also questioned herself from time to time about the reason
she did not get angry at students. During the conversation, the reason
she came up with was that she found it hard to get angry in English
because she had never observed English lessons in which teachers got
angry with students. Her comment was surprising to me, because she
had obviously had experiences of having English lessons in her school
days. From my experiences of being a student in Korea under a similar
educational system, having English lessons was not much different
from the normal subject lessons in terms of teachers attitudes. Most
of the English lessons were goal-oriented and focused on achieving a
higher score rather than actually improving English proficiency. Having
88 Yeonsuk Bae
What is significant here is that Heungjin shows that she changes her
code of teaching between the normal subject lessons and CLIL les-
sons. Although she felt uncomfortable and embarrassed when she
encountered the situation of changing her code from a Korean teacher
to a CLIL teacher, she seemed to allow herself a reason to present her-
self as friendly, kind and cheerful in CLIL lessons. Interestingly, these
images were not imposed by the authorities, but developed by herself,
which can be evidenced from her saying I do not know why. Am
I accustomed to it, like a habit? She was questioning herself the reason
why she changed the teaching code. Another interesting aspect that
The Influence of Native-speakerism on CLIL Teachers in Korea 89
Conclusion
References
Holliday, A. 2005. The struggle to teach English as an international language. Oxford:
Oxford University Press.
Holliday, A. 2006. Native-speakerism, ELT Journal, 60(4), pp. 385387.
Holloway, W. and Jefferson, T. 2000. Doing qualitative research differently: Free
association, narrative and the interview method. London: Sage.
Kelchtermans, G., Ballet, K. and Piot, L. 2009. Surviving Diversity in Times of
Performativity: Understanding Teachers Emotional Experience of Change
in Schutz, P. A & Zembylas, M. (eds), Advances in Teacher Emotion Research:
The Impact on Teachers Lives. Dordrecht, Heidelberg, London and New York:
Springer, pp. 215232.
Kumaravadivelu, B. 2006. Dangerous Liaison: Globalization, Empire and
TESOL in Edge, J. (ed.), (Re)locationg TESOL in an Age of Empire: Language and
Globalization. London: Palgrave, pp. 126.
Lortie, D. 1975. Schoolteacher: A sociological study. Chicago: University of Chicago
Press.
Nomura, K. and Mochizuki, T. 2014. Native-Speakerism Perceived by Non-
Native-Speaking Teachers of Japanese in Hong Kong, Paper Presented in the
2nd International Symposium on Native-Speakerism, Saga University, available
at https://www.academia.edu/8991939/native-speakerism_perceived_by_non-
native-speaking_teachers_of_japanese_in_hong_kong.
Phillipson, R. 1992. Linguistic imperialism. Oxford: Oxford University Press.
Rivers, D. J. 2013. Institutionalized Native-Speakerism: Voices of Dissent and Acts
of Resistance in Houghton, S. & Rivers, D. (eds), Native-Speakerism in Japan:
Intergroup Dynamics in Foreign Language Education. Clevedon: Multilingual
Matters.
Part III
Native-speakerism and
Perceptions of Identity
6
The Challenge of
Native-speakerism in ELT:
Labelling and Categorising
Yasemin Oral
Methodology
Key questions
Table 6.1 List of common labels to describe L2 learners and migrants (adapted
from Block 2010; Buckingham & de Block 2010; Duff 2012; Vertovec 2009)
of the common terms that are used to name language learners and
migrants in the literature.
It is clear from the list in Table 6.1 that the field has moved beyond the
dichotomous labelling of ESL/EFL learners and in turn has expanded to
include a variety of terms describing them. Yet, two key questions remain.
Is it ever possible for postmodern researchers of identity to develop an
all-encompassing terminology of labels which would sufficiently portray
those experiences and realities characterised by plurality, multiplicity
and flux without being trapped within the positivist, modernist mindset
which suggests that those categories can relate to real, naturally-occurring
domains? Does this diversity of labels/categories imply the rejection of the
native-speakerist notion of deficiency attributed to the language learner?
Note: Each participant has been given a pseudonym to protect their identities.
One major difficulty emerged right at the beginning since there was
no category for those participants who were in England primarily for
language learning purposes, as they put it. For instance, both Irfan
and Tamer were in Canterbury to study English for 18 months at the
time of the study and they were attending the same language school.
Traditionally, they could be named as ESL learners who learn English as
The Challenge of Native-speakerism in ELT 101
I will now shift the focus to the functional roles and domains of use
of Turkish and English in each context as offered by the data. First of
all, though, it is necessary to distinguish the wider contexts of lan-
guage learning and use considering where the participants are located
in England. England, as the widest context, obviously implies that the
participants are located in settings where primarily English is used as
a means of communication. However, there are significant differences
between the two cities, Canterbury and London, where the participants
of this study are located. First, in London there is a huge population of
Turks. The estimated number of Turkish speakers in London is nearly
74,000, which makes the Turkish language the fifth most widely spo-
ken language after English. (Thomson et al. 2008: 6). Further, there
are also certain neighbourhoods where the Turks live together; thus,
the Turkish community in London is often considered to have a strong
sense of community. Yet, this does not suggest a homogenous Turkish
community; behind some general demographic characteristics is a lot
of inner diversity based on ethnic, religious, ideological, social-class
and generational issues. On the other hand, Canterbury is a city where
the majority of the population is British, most of the non-British popu-
lation are students and there are no neighbourhoods where Turks live
together.
Given this introductory information, as regards the so-called ESL stu-
dents, there are often at least a few Turkish students in each class, which
usually results very quickly in close friendships. Furthermore, other
students who are also learners of English are often not considered to
be part of the community who would help them improve their English
by the participants. Most of the participants reported that they had
imagined a language classroom before coming to England but what they
really experienced was quite different from what they had expected. All
of the members of the classroom community, apart from the teacher,
felt they were newcomers to the English language and to the classroom
community, in contradiction to the communities they had imagined
prior to their arrival. Therefore, they didnt invest in those members of
the classroom they didnt try to extend their friendship beyond the
classroom, for instance, because this wouldnt help them gain access to
their imagined communities. The communities of practice they imag-
ined themselves to be part of were constituted of native-speakers of
English. This then seems to have resulted in increased non-attendance
and non-participation, namely de-investment. Most of them mentioned
that they had imagined achieving native-speaker mastery at the end of
their stay in England but soon realised that it was an unattainable goal.
The Challenge of Native-speakerism in ELT 103
When we look at the role of English in their social lives, despite the
variety in reasons and instruments, most of them were mainly socialis-
ing with the other Turks. For those who were at relatively older ages,
and professionals, the symbolic and material resources they associated
with their professions seem to have been higher than those they asso-
ciated with the English language. So, the maintenance of their profes-
sional relations and of exchange of knowledge and opinions to do with
their professions was far more important than the opportunities to prac-
tise English, especially outside the class. Furthermore, while spending
most of the day in the classroom, the remaining time was also devoted
to family and friends back at home through various means (Facebook,
Skype) as they didnt want to ruin those relations due to the awareness
that they would eventually go back.
For the others who were relatively young and university graduates,
their emotional and practical needs resulting from their leaving their
familiar and immediate social networks seem to have outweighed their
concerns for practising and using English outside the classroom. Yet, it
is also crucial to note that, even for those whose investment in English
was greater, there were obstacles that denied their access to the commu-
nities of practice outside the class. There were, however, a few cases who
managed to gain some access to those networks with various purposeful
efforts, as is evident in the following extracts:
I didnt hang out with the Turks though. What did I do then? I was
staying in the dormitory at the beginning so I tried to create links with
the people I met. I did unconditional favours, for instance, without
waiting any return I opened up a Facebook account I didnt have
one beforehand, because you meet people but if you dont create any
links and get closer you cant become friends. All of my Facebook
friends are the ones I have met here, none of them is Turkish. I dont
add Turkish friends Now I have friends of all sorts, Welsh, American,
Nigerian, Greek. We go out together or sometimes travel. (Tamer)
Conclusion
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7
Constructing the English Teacher:
Discourses of Attachment and
Detachment at a Mexican
University
Irasema Mora Pablo
109
110 Irasema Mora Pablo
Them are not Us, and We are not Them. We and They can
be understood only together, in their mutual conflict. I see a group
as Us only because I distinguish another group as Them. The two
opposite groups sediment, as it were, in my map of the world on the
two poles of an antagonistic relationship. It is this antagonism which
makes the two groups real to me and makes credible that inner
unity and coherence I imagine they possess. (203)
Narrative enquiry
felt in relation to their counterparts and also to see how they con-
structed their image as English teachers. At an initial stage, I used semi-
structured interviews, but soon I discovered that they were taking on a
different shape. The interviews appeared more like live casual conversa-
tions between two people. Suddenly, what I was hearing became a story.
It is important thus to acknowledge that these narratives are re-shaped
co-constructions between the researcher and participants. All of this is
situated in a constant dialogue of mutual self-disclosure.
Narrative enquiry can be defined as a conscious and on-going con-
struction of a narrative of oneself or someone else (Bell 2002; Clandinin &
Connelly 2000). This is certainly a dynamic approach, where partici-
pants in research uncover and understand their own life experiences
and those of others. Nakamura (2002) mentions that: Narrative enquiry
is about building public expression of personal understanding of the
events, experiences, and people in our professional lives (117). In the
area of education, narratives are used so that teachers can talk about
their professional lives (Clandinin & Connelly 2000; Goodson 1997).
There are substantial claims made about the value of narrative enquiry
for teachers in both the theoretical and empirical literature on language
teacher education. Barkhuizen (2008) points out that: As opposed to
focusing on only one or two isolated variables in a particular context,
stories include many factors linked together, and the process of making
sense of the stories means unravelling this complexity (232233).
Giving labels
Gero (fair-skinned)
A first contribution to the way teachers perceived themselves and oth-
ers was the use of descriptive phrases when defining the English speak-
ers. For example, Daniel, a Mexican teacher who has worked in the
Language Department for more than 20 years, evidences his use of a
particular word in Spanish to classify all of his foreign colleagues.
This became evident when Pam, a student who had had the experi-
ence of being taught by different teachers at the Language Department,
seems to make a clear distinction when categorising and describing
her teachers in three areas. Pam explains: Well, I have been taught by
teachers Mexicans, foreigners and pochos. This allows for a new label
to emerge: pocho. When I asked her how she defined a pocho2, she said:
Those are the ones who were born in Mexico but went to the US and
then came back. They are not gringos; they are still Mexicans, but they
kind of have the experience of living in a foreign country, but their
English and Spanish are a little broken. (her emphasis)
For Adriana the fact that the teacher was going to marry a Mexican, to a
certain degree, might give the idea that he would become a Mexican as
she is, but he would still have the label of being a foreigner. This exem-
plifies how identity is not static and that there are different reasons
why we can change our way of thinking about someone and ourselves.
This particular event of marrying a Mexican could give the teacher
the Mexican status by default, or at least at first instance it might be
believed that it is an immediate reaction. Yet, it seems that Adriana
distances the teacher from the Mexicans and intensifies his condition
of being a foreigner, as in Pams narrative. She seems to adopt him as a
guest because of this marriage. In essence he has a safe position.
Physical appearance and its apparent connection with teaching skills
is only a starting point which encourages the use of labels. In the fol-
lowing section, the use of labels, in regards to the power of an image in
the eyes of participants, will be discussed, to show how appearance is a
catalyst for more complex labels of native-speakerism.
114 Irasema Mora Pablo
Us vs. Them
For Darren, his condition of being fair, with blue eyes and a foreigner
puts him in a different position in relation to not only Mexican teach-
ers, but to Americans as well. Le Ha (2008) calls this double standard
practice (144). That is, using his image to disrupt its associated colonial
and imperial norms, as it is in the case between Mexico and the United
States. For Darren, his British nationality brings a fresh image of the
English speaker, without all the baggage that being American means
historically between Mexico and the United States.
Crossing borders
In order to understand the love-hate border political relationship
between Mexico and the United States and its implications when
Constructing the English Teacher 115
Ive been in love with Mexico almost my whole life. My first aware-
ness of Mexico came when I was a child my dad would take us to
the other side of the tracks and into the barrio to eat Mexican food;
Ive always admired my dad for that, because this was during an era
when (and in a place where) Mexicans and gringos didnt mix much,
if at all. I first started coming to Mexico in high school when my
friends and I would cross the border so we could drink and carouse.
Those border trips turned into longer trips, down to San Felipe on
the Sea of Cortez and then further and further down the Baja penin-
sula. Those trips, in turn, resulted in forays into the interior. Before
I actually moved to Mexico, I probably travelled to Oaxaca ten times,
and Ive visited many many other places. Ive been living in Mexico
now about ten years.
The sentiments that William has for Mexico can be traced back to
when he first started coming to the country as a child. His father
played an important role in contributing to this love that William
feels for Mexico, even when he acknowledges that times were difficult
because gringos and Mexicans didnt mix much, if at all. This extract
seems to show how the dynamics of Americans and Mexicans have
been perceived by the participants of this study for many years. This
is interconnected with what Kenny describes in the following extract
and seems to show that a new view between gringos and Mexicans
is developing:
permit for property. I felt like I was a part of the community, but the
Federal Government didnt agree. Then came the issue of studying
and travelling for work and the rule was Mexicans first. Based on
this plus ten years of living here I decided to start the nationality
change. Once that happened it was almost like instant acceptance
[in Mexican society].
Even when William has lived in Mexico for almost ten years, his narra-
tive seems to reveal his sentiments about being a foreigner in the coun-
try but also how he has detached himself from his country of origin, the
United States. In his case, he has crossed the border and, apparently,
the fact of being an outsider is one of the reasons why he likes living
in Mexico. However, for the Mexican teachers, being in their country of
origin and teaching a foreign language can also bring challenges. This
Constructing the English Teacher 117
is a group which shares interests, but they are also people who have
experiences, good and bad, and it is hard to separate the identity from
labels that have been given to them (native or non-native speakers),
as part of the ideology of native-speakerism, which seems to lead to
a continuum from low self-esteem to high self-esteem, depending on
where these participants place themselves on it. This seems to serve
a dangerous duality between identification and discrimination. The
idea of crossing borders can be seen in Raquels narrative. Raquel is a
former Mexican BA student of the Language Department and is now a
teacher in the same place who has been able to teach in both Spanish
and English. She first started teaching Spanish to foreigners and then
English to Mexicans as a non-native speaker. She reflects on how hard
it was for her to go from teaching her first language to teaching English
as a foreign language, and how she faced discrimination when trying to
cross the borders of two languages at different levels:
one day she experienced contrasting feelings, from using Spanish as her
tool to her lack of confidence in the same profession but in her second
language. She is a proficient user of English; however, she has already
drawn a line between Spanish and English, and moreover she has
erected a barrier between the teaching of those languages. This situation
made Raquel realise, at that specific point, that the teaching profession
was more difficult than she had expected and that her students wanted
an English native speaker teacher for their English classes. The ideology
of native-speakerism was present in her context and she experienced
this every day, teaching English and Spanish.
This tension between Mexico and the United States can be evident
in the language classroom and issues of language proficiency and pro-
fessional insecurity start to emerge. It seems that native-speakerism is
present in the minds of these participants and Mexican teachers need to
establish their credibility as legitimate speakers and teachers of English
because they seem to keep believing that only the native speakers are
the ideal English teachers to serve as role models for students. This is
so in the case of Laura, a Mexican student who became a teacher after
having studied at the Language Department. She describes her feelings
about having a Mexican accent:
This statement seems to show that although teachers are educated and
trained, there are still traces of insecurity when comparing themselves
with the native speaker. This is a surface issue that connects to some-
thing deeper. The accent is highlighted as it is noticeable but connects
to something complex below the surface that relates to how the person
sees herself inside the ELT profession.
Problematising labels
This first one is the case of Kenny who, in his role of Director of
the Language Department at different moments of his life, had been
referred to with different labels and has been considered an almost
Mexican but for some matters, he still remains a foreigner, as he
explains in the following extract:
There is one odd thing that happens on rare occasions. When I get
deeply involved in work debates I have discovered that when I am
right about a particular issue I get the comment of You are Mexican,
but a foreigner one, which I interpret as You are a foreigner, you
dont know what you are talking about. Based on the circumstances
of when this happens, I have come to believe the only otherizing
or stigmatizing a person as different occurs when we as people have
no argument to defend ourselves, or when we are afraid, or finally
when we feel inferior, this is when we pull out the negative labels.
I say negative because the reason we label is to separate and classify
others as different from us. The way it is done it is most often with
the intent of minimizing something about the other person.
What Kenny seems to add to the discussion is the issue of giving labels
in order to place the other in a subordinate position. This has hap-
pened to him on different occasions and goes against the general dis-
cussion about placing the native speaker in a superior position. In his
case, it is the opposite. This seems to suggest that placing the other in
a subordinate position is due to self-perception of the one who labels
the other. An example of this is when Kenny says When we, as people,
have no argument to defend ourselves, or when we are afraid, or finally
when we feel inferior. This seems to show that viewing oneself through
the words of others may have a range of behavioural consequences. This
is in tune with what William says about the word gringo that has been
used to define him in several occasions:
I know that it can be used pejoratively. And the word has been
used as an insult on occasion. I remember walking through a park a
while ago, and someone felt it necessary to yell at me Pinche gringo!
(Fucking gringo). But, you know, who cares? Its like lots of words its
intended meaning depends on context. And the contexts in which
I use and hear the word are almost always positive ones. When I lived
in China, all of us Westerners referred to ourselves as Gwailo, which
is unquestionably pejorative; literally, it means ghost person and is
racially deprecatory. We used it ironically, and by doing so, robbed
120 Irasema Mora Pablo
Conclusion
At the beginning of the study I did not foresee many of the multifac-
eted elements that have been discussed in this chapter. Participants
revealed how complex the issue of classifying someone is, and that it
goes beyond accent and nationality. It seems from the data that the
participants clearly construct their identities in relation to difference,
but at the same time defend their ethnic background and show a sense
of pride in it. When discussing assimilation, for example, Yancey (2003)
argues that Latinos and other non-black racial minorities will soon
join the cap of whiteness in terms of being native users of English, but
this does not guarantee assimilation. At the core of his argument is the
meaning of assimilation, which he defines as the experience of thinning
ones racial identity and of approaching racial issues from a dominant
perspective (14). The data and historical roots of the labels suggest that
the aforementioned right look or look native is only the tip of the
iceberg. More non-native speakers are being hired in the Language
Department. Yet, non-native speakers have shown throughout this
study, as a group, that they face challenges at different levels. But non-
native speakers continue to occupy a marginal position in society,
even when they are joining the workforce of the Language Department.
However, these discussions also frame and inform the ongoing debates
over native speakers and the different labels they have been given.
Kabel (2009) mentions that Native-speakerism and stereotypes are
a thing of this world; they are performed by individuals who also
inhabit this world, who are historically and culturally situated and
whose subjectivities are determined by the myriad of discourses that
surround them (20). Implicitly and explicitly, the discourse sets native
speakers and non-native speakers against each other in a contest to
win the approval of a dominant society. Part of the problem is that in
a country such as Mexico, whose history has been constructed through
122 Irasema Mora Pablo
the heated ethnic terms of invaders, language has long served as refer-
ence to describe immigrant upward mobility, mainly to differentiate
themselves; and the use of different labels shows how complex the
ideology of native-speakerism can be.
Notes
1. Gringo is a person from an English-speaking country; it is used as a derogatory
term by Mexicans.
2. The word derives from the Spanish word pocho, used to describe a fruit that
has become rotten or discoloured (Dvila, 2008). It is used to describe native-
born Mexicans who received little or no formal education in Mexico, and
move to the States, picking up the language through daily interactions and
starting to show a lack of fluency in Spanish.
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Constructing the English Teacher 123
Introduction
124
Interrogating Assumptions of Native-speakerism 125
Culturally impossible
Members within a community are diverse. However, this may some-
times be overlooked as behaviours tend to align within particular con-
texts, such as universities (Zancanella & Abt-Perkins 2007). As a result,
Interrogating Assumptions of Native-speakerism 127
educators should not presume that behaviours they see in class are
definitive characteristics of students. Rather, they need to contextual-
ise what they see and hear and move away from essentialised notions
of what learners are capable of doing or achieving. Even research into
specific communities needs to be taken in context and then analysed
to determine the relevance of the arguments. For example, in his study
about Kuwaiti society, Al-Thakeb asserts that deviation from traditions
was due to urbanization and modernization and was mostly likely to
be affected by education, womens employment, and freedom of inter-
action between the sexes (1985: 577). He seems to hold modernisation
as a cause of Kuwaitis not continuing to follow traditions without inves-
tigating what role individuals have in actively choosing this type of life.
This lack of analysis presents an incomplete one-dimensional picture,
and one that may be taken as truth without considering alternative
explanations.
Similarly, Martins (2003) description of female students at a univer-
sity in the United Arab Emirates, who she claims are not motivated
unless they had been educated in or exposed to the West, is one that
links any form of sophistication with exposure to the Western world.
These issues were also seen in other contexts such as in Japan, where
both the lack of motivation and focus on only the pragmatic need to
study English simply to fulfil a requirement were the primary com-
plaints of English language teachers (Berwick & Ross 1989; Matsumoto
1994). When views like these are emphasised, the positive attributes of
students are sometimes ignored. Instead, teachers tend to focus on the
negativity and not consider deeper thought processes that students may
be engaged in.
Gruber & Boreen (2003) find that education is a social process that
is multidirectional and shared by a group of learners (58). Each student
in a language classroom brings her own experiences and ideological
framework. Kumaravadivelu (2003) believes that although learners in
a class may:
Embedded negativity
Educators need to move away from essentialist ideas about how learn-
ers from specific contexts approach studying. The tendency to asso-
ciate problems in the classroom with cultural deficiencies persists.
Montgomery (2010) notes:
The idea of culture is one thing that is used when talking about
international students, and the phrase its a cultural thing is often
used to explain difficulties in interaction or international students
approaches to study. Culture is often cited as the concept that illu-
minates the differences in diverse student groups, but it is a concept
that is rarely interrogated. (xv)
Even though the student was a munaqqaba and she had an issue with the
topic of discussion, what is problematic with this exchange is that the
instructor did not specifically ask the student why she was uncomfort-
able. Instead, she automatically assumed that it was because the student
was wearing a niqab it was expected that she would be conservative,
which in turn implied that she would be narrow-minded (Kamal 2012).
Similar remarks have been made when grading student papers. For
example, upon grading a students paper, one instructor commented:
Im surprised she did so well on the assignment its not bad for a
munaqqaba (Charles).
Comments like these demonstrate a belief that conservative cloth-
ing, particularly wearing a niqab, is associated with a students level of
intelligence. Having preconceived ideas about a students potential per-
formance in class based on their clothing is highly discriminating and
automatically puts students at an unfair disadvantage. Despite repeated
expressions of surprise that students are doing well, even when they
are presumed to be conservative or religious, there appears to have been
no effort made to stop making judgments based on clothing. The cul-
tural disbelief regarding the capabilities of the foreign Other seems to
be firmly grounded in an ideology that is contrary to evidence provided.
In many cases, impressions the language teachers at KU have of their
students are primarily based on what they see in the classroom. From
conversations with staff members in this study, it seems like they hold
on to a single perspective: that the students are restricted from behaving
freely in the country and therefore not only are they not given the space
to act individually, but also that they are incapable of doing so because
they have not experienced such freedom. For example, one teacher
expresses: Mama says do this or dont do this this is why they cant
think for themselves because they dont know how (Helen). This
restriction is seen as a result of students being overprotected by their fam-
ily, and therefore, not possessing the ability to think or behave indepen-
dently. Most student behaviours, particularly negative ones, are blamed
on the influences of local culture. For example, one instructor suggested:
Students see people using wasta3 to get the things they need to get
done so students feel the same Theyre not taking responsibil-
ity for their actions They expect someone else to take care of any
Interrogating Assumptions of Native-speakerism 131
Rose correlates the frequent use of wasta in Kuwait with students not
taking responsibility for their learning. She suggests that students do
not work hard because they expect someone else to do the work for
them. Despite the use of wasta in the country, she overgeneralises the
problem by linking it to student motivation in class. Instead of investi-
gating what really lies behind student actions, she makes an assumption
that it is related to what they have learned from something they have
seen around them. Such a broad negative statement does not consider
any other possible explanations.
In contrast, positive attributes, such as having good study skills or being
an active participant in group discussions, are linked to being well trav-
elled or having some exposure to Western culture. For example, Charles
makes a sweeping assumption that one student simply visiting America is
what has given a student the ability to think: She surprised me because
shes so quiet and conservative, but she can think maybe its because
shes been to America. Such broad generalisations must be addressed.
Even if the statement was made without intentionally suggesting that
only exposure to a Western country was what made this student capable
of thought, it is indicative of how native-speakerist attitudes exist and
how easily the assumptions are brought into conversations. Additionally,
students who are dressed conservatively wearing either hijab4 or niqab
or coming to class in a dishdasha5 and engage in classroom debates
or excel in their assignments are seen as exceptions, with no thought
given to them being able to independently develop critical skills. These
assumptions about local culture seem to be made based on what teach-
ers see happening in the rest of the country. One of the teachers at KU is
convinced that the way parents treat their children is revealed in the way
students expect to be treated by teachers. She expresses with amazement:
How can it be that we study all our lives in Arabic and so suddenly
they make us study in English? The students really struggle its like
a shock to the system, and it doesnt make sense. And whats worse is
that they made English class have five credits! That means that stu-
dents have to do really well in English class if they want to succeed
and continue in the programme. Thats a lot of pressure for students
to be under If the university isnt reasonable with their rules, then
we have to take matters into our own hands. (Mishary)
Concluding thoughts
against what they really believe and what the teachers expect of them.
They are doing what they need to do in order to succeed. Not all stu-
dents believe that their actions are right, but they do find them neces-
sary in order to get ahead.
Thus, in todays world, students appear to be self-reflective and ana-
lytical. Data show that they are continually balancing conflicting forces
around them expectations from society, and their own view of the
world and of how the world views them. This balancing act is not easy;
however, the students in this study demonstrated how they have had
to do this from a very early age. As a result, individuals automatically
analyse their environment and make decisions about how they want
to live their lives. Having to emphasise this point demonstrates how it
is not uncommon for teachers, in any context, to be caught up in this
mentality, which is exacerbated by a native-speakerist attitude not
acknowledging the criticality of non-native students. Suggesting that
students are unable to critically engage with the language just because
they seem disinterested in class undermines the capabilities of the stu-
dent. The students choice of whether or not to use English is actually
a reflection of how they perceive the language. While their attitude
may not be seen as one that embodies critical thinking or one that is
dynamically interacting with their environment, that is in fact exactly
what they are doing. The only difference is that the criticality is not
occurring in the way the teachers think it should.
Student voices interrogate assumptions of native-speakerism and the
data in this study demonstrate how it is present in the educational envi-
ronment and how inappropriate the assumptions are about students.
Taking the time to see students as individuals in their own right can have
a positive impact on the way teachers approach the classroom. This is
the importance of understanding the place of native-speakerism in the
educational environment. Not recognising the complexity and their
agency stifles the progress of the students. The refusal of instructors to
acknowledge their part in native-speakerism highlights how ingrained
this attitude can be. Unless this discrepancy is acknowledged, the pas-
sivism will continue and students will not be provided with a dynamic
learning environment in which teachers are convinced of their students
potential rather than focused on their inabilities. More importantly,
action must be taken to highlight student capabilities and caution teach-
ers against such a limited mind-set and make them aware of the detri-
mental impact it could have on students. Therefore, one of the main
focuses of language instruction should be not only to promote intercul-
tural communication but also to be conscious of Othering discourses.
Interrogating Assumptions of Native-speakerism 139
Notes
1. Niqab refers to a face veil that reveals only the eyes.
2. Munaqqaba refers to a female who wears a niqab.
3. Wasta refers to the use of connections to achieve certain objectives.
4. Hijab refers to the Islamic headscarf worn by Muslim women.
5. A dishdasha is the long white robe that Arab men commonly wear.
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140 Ayesha Kamal
141
142 Caroline Fell Kurban
In this investigation, all couples (who are anonymised in this study) met
and continued their relationships in English, which I believe exposes
the already existing supremacy of English. I believe these bilingual mar-
riages provide a supportive environment for Non-native English Speaker
(NNES) spouses to develop their English in a natural language learning
environment other language learners may not be privy to. Bourdieu
(1977) believes, due to power relations in social interactions, not every
interlocutor may consider a speaker worthy to listen to or worthy to
speak. Norton observed this with language learners attempting com-
munication with target language speakers. Her (2000) study revealed
language learners attempts at interaction with target language speak-
ers were a site of struggle, with power relations prevalent. However,
the Turkish spouses experiences of natural language learning with
their partners are generally described as positive. This may be because
through their relationship and extended British family, they are able to
command the attention of their NES listeners and are given the right
to speech (Bourdieu 1977: 648) that many other language learners are
not. It may be these participants are not seen as language learners by
their partners, but as people in their own right, with a need to commu-
nicate, not a need to acquire English. Bourdieu (1977: 648) argues that
when a person speaks, the speaker wishes not only to be understood but
also believed, obeyed, respected, distinguished. This is the situation
NNES spouses find in their NES partners and extended families. Usually,
a speakers ability to command the listener is unequally structured for
different speakers because of the symbolic power (Pavlenko 2001)
relations between them. However, I believe this is negated in these
relationships as the NNES-Turkish partners English may be legitimised
through their relationship to a native speaker thereby giving them
greater linguistic power.
This advantage emerges in an interview with one of the studys sub-
jects, Alya. Alya describes her ability to switch comfortably between
cultures, which she attributes to previous travel and work experiences
and through being a part of her husbands family.
It is clear that Graham thinks his wifes association with him as a British
citizen and native speaker is seen as added value.
From Alyas experience, I believe having a NES partner may increase
the complexity of an individuals identity perception (e.g., having an
English side) and may increase the complexity of others identity percep-
tions (Norton 2000), affecting the way they are positioned by employers.
They may be seen as more culturally and linguistically complex; leading
employers to view them more favourably as the linguistic and cultural
legitimacy of their English is perceived to increase. This, in turn, raises
their symbolic and social capital and may provide access to employment,
promotion, and social and further education (Pavlenko 2001).
Alya may have also gained legitimacy by being seen as on an inbound
trajectory, being a potential member of the NES community (Wenger
1998: 100), which then opens up even more opportunities for social inter-
action and access to resources within those communities. I believe this
was certainly the case for Alya, who had previously worked in companies
in England. Marriage to a British spouse, therefore, may affect how an
individuals professional identity is perceived and may bring advantages
to the Turkish spouse, leading to English language and British culture
forming a major part of Turkish spouses professional identity constructs.
144 Caroline Fell Kurban
I believe the fact that the company that interviewed Alya perceived
her marriage to a native-English speaker as advantageous, even though
both of them speak fluent English in their own right, may indicate that
despite moves by linguists to present English as having pluricentric
ownership, outside the field of linguistics this is not necessarily tak-
ing place. Based on this example, I identify a need for further effort
by linguists to deconstruct the perception of the dominance of native-
English-speakers and inner-circle English countries to the extent that
this is broadly recognised and accepted outside the realms of academia.
In this section, I present examples from the study of how NES par-
ticipants have drawn upon their native language as they construct and
perform their professional identities as English language teachers, and
provide examples of participants describing why they have not learnt
Turkish beyond their current abilities.
Leyla believes her initial refusal to learn the language was based on her
dislike of the country. However, on her return, she found the country had
changed and I suspect she had probably gone through a process of change
herself, getting used to her new identity back in Turkey. While Leylas
early comments mirrored my initial belief, others indicate she does not
believe acculturation leads to high levels of linguistic proficiency. At one
point during the interview, Leyla finished my sentence for me.
She, like Elizabeth, sees Turkish as having limited use, not having the
competitive advantage or widespread use that English, French or Spanish
have. In Elizabeth and Lambert-Sens narratives, their belief that Turkish is
neither widespread nor useful led them not to invest the time and effort
to learn it. This supports Nortons (1995) theory that an individual will
not invest in a language unless they can gain directly from it. As well as
seeing limited gain in learning Turkish, Lambert-Sen also discovered she
could get by using English, a language individuals in Turkey are striving to
acquire. She therefore perceived no need to learn Turkish above survival
level in her daily life. It took an embarrassing incident that affected her
sense of self for her eventually to become motivated to learn Turkish:
There are also many very good reasons why I should have made more
of an effort to learn it, not the least of which is that we are living
in Turkey! Somewhere along the line though, I decided to take the
easy way out. I could still make a happy life for myself, I could still
get by. But at what cost? As it turns out, at a most precious cost: my
independence and self-esteem.
(Lambert-Sen 2011: 4)
For Alya, her investment in learning English paid off as she has gained
employment in both Britain and Turkey due to her linguistic skills. It is
unlikely Graham would gain in the same way through learning Turkish:
Thats the reason my Turkish is a bit bad Ive got two small children
and Im tired and have no free time and dont always have the money
to do lessons.
Next, Graham mirrors Elizabeths sentiments that she never thought
she would permanently settle in the country and would therefore not
have the need for Turkish outside the country.
Its a bit like when I was going to come back to Turkey again, so
I went away and I thought, Ive done my bit, Ive learnt a bit of the
language, Ive had a good time, its been interesting. And now, when
I come back, I feel my self-confidence goes a little, but because Ive
got that old problem that Ive got to learn it so theres your answer.
I didnt have any motivation to learn it, apart from I have to.
Well, Im not exposed to it because, and this has always been the
case, I wake up, get to school, speak English, the children speak
English, I do private lessons and I speak English there, I come home
and speak English to my sons. Occasionally, I feel I need to speak
Turkish, but not for long. The thing is, I can get by, not a problem.
As all the participants in this study who are unwilling to learn their
partners language are native-English speakers and therefore tradition-
ally privileged, I found Nortons ideas that investment in learning a
language is directly linked to the socially and historically constructed
relationship of the learners to the target language (ibid) particularly
pertinent. Norton supports her theories, which place motivation as
synonymous with economic gain, with reference to Bourdieus (1977b)
ideas on cultural capital, whereby:
I mean, Ive got a friend who speaks perfect Turkish and shes got
two children too. And nobody helps her like they help me. Nobodys
friendly to her like they are to me. Everybody is ever so nice to me,
the bus drivers, everybody. I mean, they really treat me nicely.
fluent friend, on the other hand, receives more resistance from the
host community when she speaks Turkish. Following Bourdieu (1978),
I believe the community may not be willing to accept Elizabeths friend
as one of their own, registering her instead as a sub-standard speaker or
imposter. In addition, Elizabeths friend may be in violation of Lave
and Wengers theory on peripheral legitimate participation (1991)
whereby an individual joining a new group needs to start on the
periphery and slowly work their way in to be accepted. When meeting
new individuals, interlocutors may be unsettled by a perceived outsider
showing proficiency in Turkish, an act in which the speaker appears to
be placing herself at the centre, not periphery of the group, and this
may cause her interlocutors to reject her. It seems Elizabeths attempt
at partial participation through using less-than-perfect Turkish and a
Devonshire accent aids her participation, whereas her friends attempt
at full participation, through proficient language use, is met with resist-
ance. Leyla and Shirley (NEST participants) also discussed their accents:
By get away with it, Leyla infers she can be mistaken for being Turkish
at times. Shirley agrees: Shirley: I never hear you with an accent. You
speak very clear and you speak very confident [sic]. Shirley indicates
that confidence in the language is also a factor in Leyla coming across
as Turkish. Shirley, however, describes herself as fighting to keep her
Birmingham accent, proclaiming that her accent is part of her identity
and that she doesnt want to come across as Turkish.
Elizabeth, Shirley and Leyla, therefore, may all use their accents in
Turkish for differing purposes. Elizabeth, using her agency, may keep
her Devonshire accent, as she perceives this brings her greater advan-
tages in the local community. Shirley describes using her agency to
actively maintain her Birmingham accent as a statement of her identity.
As Elizabeth and Shirley work as native-English speaker teachers, their
native-speaker identity is integral to them being able to maintain the
privileges afforded to NES teachers. However, Leyla, despite being a NES,
has acquired a Turkish accent of such accuracy she can be mistaken for
Turkish in the host community. This may be because she is the only par-
ticipant who previously needed to enter the Turkish-speaking workforce; a
factor which may have had a strong bearing on her attempts at acquisition
and assimilation. All three of these participants, therefore, have acquired
The Role English Plays in the Construction of Professional Identities 153
the target language; however, only Iranian-born Leyla who has used her
Turkish for work purposes is modelling her Turkish on target language
models. For Elizabeth and Shirley, it seems they may have more to gain
from keeping indicators of their English-linguistic identity.
Jenkins (2007) supports the notion that language learners personal
identities are an important factor regarding the extent to which they
want to identify with the target language culture and that not all
learners want to fully affiliate or claim group allegiance with the target
language community. In addition, Omoniyi (2006) suggests individu-
als may utilise their languages and accents depending on the identity
they wish to portray. There is evidence in support of Jenkins and
Omoniyis (ibid) theories in Elizabeth and Shirleys stories. Leyla may
be aligning herself with a native-like, Turkish accent to assimilate into
her host community, a community in which she has gained employ-
ment and therefore economic capital, whereas Elizabeth and Shirley
may be retaining their British accents in order to bring more perceived
advantages from the local community such as avoiding potential rejec-
tion from interlocutors or as an act of resistance against being viewed
as Turkish. For them, it has only ever been a NES identity that has pro-
vided them with access to economic capital.
Participant Nationality
I do like living in a bubble, and Ive created that bubble. I can walk
round the street and I can be totally foreign. But I dont switch from
culture to culture. Im terrible. I know it sounds bad, and I know
I come across totally wrong and I always get in trouble for it, but
I mean I just dont.
Conclusion
One of the outcomes from this research is the realisation that both NESs
and their NNES spouses have gained symbolically and economically
through the English language as a result of their bilingual marriages in
Istanbul. From the data, it appears native-English participants retain a
view of themselves and portray an image of themselves based on their
country and language of birth. For these British individuals living in
Istanbul with their Turkish partners, they find themselves in an envi-
ronment in which, in addition to their professional skills, their native
language and culture are in demand in the employment market. This
may explain why these individuals strongly hold on to the linguistic and
national identity of their birth, painting a British identity, expending less
effort in learning Turkish and not attempting to gain a Turkish accent. It
is probable, through these actions in the local community, they are con-
tributing to the ongoing image of the native-speaker teacher, despite
the fact their identity constructs may be much more complex and inte-
grated into the local community than they like to present.
For the Turkish partners, they find themselves viewed advantageously
in the employment market through their marriage to a British spouse,
due to being seen as legitimate English speakers, and also accepted by,
or on an inbound trajectory towards, the target language community.
Therefore, while their British spouses may play upon their native-
English-speaker identities to gain advantages, the Turkish spouses are
also capitalising on their spouses native-speaker identities, confirming
the image of native-speaker professionals in the local community.
It therefore emerges that in these marriages, it is to the advantage of
both partners, British and Turkish, to include Britishness and Native
English or Accepted-by-Native-Speakers-of-English as part of their
professional identity constructs. This may indicate that while in the
field of linguistics English may be seen as belonging to the world, not
to a British or English-speaking centre, this may not be the case with
how English is perceived in the local employment market in Istanbul.
156 Caroline Fell Kurban
Note
1. Graham decided not to obtain Turkish citizenship because he would be
obliged to undertake national service.
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Part IV
Native-speakerism in the
Academic Environment
10
The Politics of Remediation:
Cultural Disbelief and
Non-traditional Students
Victoria Odeniyi
A sense of dissatisfaction
This chapter emerged from doctoral research originating from dissatis-
faction as an English for Academic Purposes (EAP) practitioner due to
some of the ways in which I observed EAP approaches had been applied
to develop academic language and literacy for the culturally and lin-
guistically mixed profile of students I encountered at the university in
which I worked. The way in which EAP was implemented seemed rather
uncritical of its own aims, methods and teaching context (see Benesch
2001; Harwood & Hadley 2004; Pennycook 2001). This was intensively
felt particularly amongst practitioners who were, like me, teaching EAP
to what was often, although not exclusively, a post-colonial audience
speaking not only a range of first and additional languages but also a
range of varieties of English. On this topic, Benesch (2001) refers to a
domesticity of EAP methodologies, which have the tendency to serve
the dominant institutional cultures and not the students. I do not wish
to claim that EAP, or teachers of EAP, are inherently deficient in any
way, rather that EAP methodologies may not be the best institutional
intervention for culturally and linguistically diverse student bodies.
Indeed, many of the students I taught would not describe themselves
as language learners at all, even though they possessed a desire and
motivation to develop their academic English whilst at university, in
addition to speaking English as a second, third or additional language
terms I acknowledge are ideologically loaded.
Probematising labels
The students I worked with were also frequently referred to as non-
traditional institutionally. Following Lillis (2001), non-traditional
students can be described as those students from social groups previ-
ously excluded from Higher Education; that is, working class and black
students, students older than 18 at the start of their course and those
with a range of cultural, linguistic and religious backgrounds previ-
ously excluded from post-compulsory education including universi-
ties. The term is extremely useful in foregrounding under-represented
groups of students even though there is potential to view all students
The Politics of Remediation 163
Methodology
Currying favour
The first example stems from my observation of the first year social sci-
ence class. At the end of a seminar, the lecturer and a group of students
were trying to arrange a group presentation and I made the following
notes on interaction between Hamdi (pseudonym) and the lecturer:
Hamdi gets out a blue Filofax which has a blue leather cover. It looks
a little like the Quran with Arabic writing on the front. It becomes
apparent that there has been some error and overlap with allocation
of presentations. The lecturer has made an error for which he apolo-
gises. The lecturer asks Hamdi to do it.
What struck me about this exchange was that the lecturer asked Hamdi
for help and then accused him of currying favour when he agreed. This
seemed unfair, as rather than being thanked, the student was accused
of doing something rather dishonourable. At the time I felt the lecturer
misrepresented Hamdis intentions as he was, in my view, trying to
alleviate the lecturers predicament by making it level in his words.
The lecturers verb choice to curry favour is a further example of how
non-traditional, non-native speaking students are viewed as defi-
cient and problematic (Holliday 2013: 13). I also suggest it indexes the
importance of power relations in the exchange between student and
lecturer. In contrast, I had previously observed Hamdi to be an articulate
student who in class at least was engaged and contributed in seminars
positively. This is reflected in these observation notes from an earlier
seminar:
Mistaken identity
A second example of cultural disbelief in the abilities of the Other to
carry out academic matters efficiently and with integrity relates to
two female students from the same class. I observed the same lecturer
confuse two students for approximately three minutes when during
the start of a class he asked who was presenting that day. Nancy was
present but Mary had not yet arrived. There was also further confu-
sion as the lecturer confused Nancy with Mary. They are both Black
African females. He is insistent and I find the exchange extremely
uncomfortable:
Lecturer: Well, why did you come to see me? Yes, you came to see
me. [His face colours with emotion as he says it.]
[He means why did she come and see him about the pres-
entation topic, if she is not in fact going to present on that
topic.]
Nancy: That was not me [shaking her head].
[He is emphatic and now her face colours. The lecturer
continues to insist for two or three seconds more, then
realizes his error and apologizes, explaining that a few
students came to see him about poverty, while Nancy
came to see him about her PDP (Personal Development
Plan). He had forgotten. The exchange is embarrassing and
discomforting.]
9.47am Mary arrives late. (Observation eight)
Although this exchange in the classroom was between Nancy and the
lecturer, it suggests he did not recognise either Mary or Nancy, two
women of African appearance and accent, half way through their first
year. This oversight is despite separate appointments with him on dif-
ferent topics. I was aware that Mary had met the lecturer (Odeniyi 2014:
122). Not only does the exchange cause embarrassment for Nancy and
the lecturer due to the intensity of the situation but I, along with other
students present, also experienced a degree of discomfort as onlookers.
The two students blackness and the lecturers whiteness added to the
intensity of the situation. The identities of these two women did not
seem important despite the considerable level of investment reported.
168 Victoria Odeniyi
The late ones was ascribed to those students who were late starting the
programme and the phrase was articulated many times as the lecturer
struggled to organise the group and maintain control of the course. Out
The Politics of Remediation 169
of context the word late may seem benign, but I suggest it reflects a
deficient image of these non-native speakers as unable to work autono-
mously and collaboratively, skills idealised in Western higher educa-
tion. The practice of ascribing late to the identity of students was not
restricted to Mary or Nancy, as we can see from the next example of
Mustafa, a non-traditional student with diasporic connections:
We can see from this extended data example that Mustafa had had a
rich and varied life before starting university, and from what he reported
appeared to be reasonably accustomed to changing environments and
cultures. In contrast, the students I observed were constructed as self-
interested, disorganised and late. Mustafas diplomatic family back-
ground is a vivid reminder of how unfavourable identity categories such
as late mask the complexity of life before university, which in this case
impacted on disciplinary choice.
Mary, a second student identified in the excerpts above, identified as a
recovering alcoholic (Field notes) and her life before and during her time
at university was equally rich, reflected in a powerful research narrative:
Discussion
Responding to diversity
The need to respond to an educationally, culturally and linguistically
diverse student body remains important. I would like to return to the
issue of language and literacy development, possible alternatives to EAP
pedagogies and what this provision might mean for non-traditional
home students with diverse diasporic connections. Institutional poli-
cies of linguistic containment documented extensively by Matsuda
(2010: 85) should be resisted. In practice this means that rather
than kettling students into language support units there should be
a sensitive approach to language and literacy development where
attendance remains voluntary. One solution would be to insist that
non-traditional students continue to seek help from language support
units and academic writing centres. However, I remain uncomfortable
with this as a monolithic intervention at institutional level as it feeds
into native-speakerist discourses where the non-western, non tradi-
tional student is Othered and solutions to the academic writing chal-
lenges encountered are seen as lying with the individual.
An alternative approach to the more traditional forms of generic aca-
demic language support, which scaffolds and embeds the development
of academically literate practices within specific degree programmes
(Bernaschina & Smith 2012; Lazar & Ellis 2010), is useful in three ways.
174 Victoria Odeniyi
Final comments
Scepticism towards students abilities and willingness to adapt to uni-
versity life and faculty expectations needs to be challenged. Students
essentialised as non-native and non-traditional have just as much to
offer their institutions as those labelled native and traditional. This
chapter attempts to move beyond merely quantifying and celebrating
a diverse student body towards revealing the complexity of student
experiences with regard to their diasporic identities. I have shown how
native-speakerist discourses serve the more powerful within the acad-
emy at the expense of the more marginal. To return to the title, the
politics of remediation centres on perceptions that the academy has
remained the same, according to Soliday (2002), and it is the students
alone who have changed. Yet, academic communities of practice are
no more fixed or homogeneous than any other. We need to create new
discourses which are decolonising in intent (Lavia 2010: 28), in that
they seek to disrupt neo-racist discourses.
Note
1. Traditional dress worn by men and women from India, Pakistan and
Afghanistan.
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176 Victoria Odeniyi
177
178 Nasima Yamchi
Introduction
I argue that in this context EFL novice writers are doubly disadvan-
taged. Their repertoire of English writing is mainly based on learnt
codified forms, and they might not have enough knowledge about
the ideological backgrounds of these imagined world views. Their
texts are naturally influenced by their existing experience of L1 literacy.
Thus, their writing might seem foreign, despite students efforts to
follow the learnt standards. On the other hand, many native-speaker
teachers of English or content courses (e.g. IT and Business), impacted
by the ideology of native-speakerism, relate students issues in writ-
ing to a conviction that non-Western cultural realities are deficient
(Holliday 2013: 17), rather than to errors that any learner might make.
Added to this is the significant power imbalance between students and
teachers, considering that EFL students are reliant on their teachers
both as experts in their corresponding fields and as native-speakers
in English.
Novice writers mainly use imagined models to express their
thoughts to an audience (native-speaker teachers) which already has
an imagined image of who these writers are. This blurred context can
deepen suspicions and hide any other conditions affecting EFL learners
choices. With this background, I undertook a study investigating nov-
ice writers experience of academic writing from their own perspective.
In doing so, the participants discussed the style used for presenting
their thoughts and their views about the process of writing in English.
This study also problematises views branding EFL learners as lacking
autonomy and critical thinking. Participants were female Emirati
students in Higher Colleges of Technology (HCT), a public university in
the UAE. All universities in the UAE use English as the medium of stud-
ies. However, prior to discussing some of the findings, it is necessary to
look briefly into the roots of generic forms of academic writing and one
of its main tenets, critical thinking.
Critical thinking
them as deficient (Atkinson 1997; Stapleton 2002; Shi 2006; Alagzl &
Szer 2010; Holliday 2013).
Critical thinking has been defined in various ways (see Moon 2008),
however the most influential view in the field of education considers
it a set of skills related to cognitive abilities (Ennis 1996; Fisher 2001).
Cottrell (2005) states that a critical thinker should have some necessary
skills and attitudes to be able to identify and evaluate others argu-
ments fairly, through reflection and use of logic, and to present her
own views based on valid and justifiable evidence. The presentation of
critical thinking in writing is taken as closely linked to the linear style,
therefore it is often considered as an ability learnt in individualistic
cultures (Atkinson 1997), excluding non-Western cultures and varie-
ties within Western societies. This has been problematised; for example
Johnston et al. (2011) argue that, following this view, students have no
opportunity to build up in depth field knowledge or to practice informa-
tion gathering or evaluating which information is worth collecting (25).
The data in this investigation was based on interviews and field notes.
This was drawn on the widely used method of talk-around- text
because it is more writer-focused and allows a better understanding
of reasons for writers choices and provides an emic perspective ena-
bling researchers gaze to move beyond the text (Lillis 2008: 359).
Conversations were based on participants analysis of texts prepared for
their content courses. These were written and chosen by the interview-
ees. I believe this process, contrary to deficiency theories, demonstrates
participants autonomy and critical thinking.
The interviewees were students in HCT in Ras Al Khaima (pseudo-
nyms used)between 19 and 21 years old. My choice was mainly based
on years of exposure to English. All these students had completed two
semesters of foundation courses including general English (18 hours a
week) in preparation for joining Bachelor courses. And, at Bachelor level
they had attended two English courses within one year; one preparation
for Academic IELTS and one for academic writing, each 4 hours a week.
My assumption was that most of the participants were quite familiar
with writing conventions and had formed opinions about their writing
practice in negotiation with discourses in their social context.
Their social and economic backgrounds varied considerably and cer-
tainly influenced their experience of learning English. However, I did
not have the opportunity to obtain detailed information about it.
182 Nasima Yamchi
Ethics was a new topic for us and I found it really interesting because
theres nothing wrong or right its nice, its different, so I like how
people give reasoning and its mostly a lot of thinking.
Like her, many students talked about their preference for argumentative
writing. Faiza highlighted her preference by saying that:
Alya: Um, I think, most things now depend on English and because
actually were dealing with foreigners and Emirates is expanding
its business, so it has so many from foreign countries, thats why,
I think the, the work needs people who know the language, because
the Emiratis are less than 20% and most [of] them [foreigners] are
Indians, so thats why you have to talk in English.
I cant say every English writer has logical ideas or writing. Some
people have logic and some dont. I think it depends on the person.
I think Arabic is as logical I cant judge the whole language
because of their writing.
When foreigners see our abbayas [formal black dress for women in the
UAE], its a simple thing, I say what do they think when they see these
abbayas? So many teachers go like whats that? What am I doing?
Im just wearing my abbayas, I dont know.
Critical perspectives
The often politically motivated (Houghton & Rivers 2013: 2), codi-
fied native-speaker models represent power and authority; therefore
non-native speakers inevitably feel that their own variety is inferior
(Kirkpatrick 2006: 74). The discourse of native-speakerism has drawn
a common image of the Other as uncritical and unthinking and
unable to plan and organize (see Holliday 2013). At the same time,
through practising a dominant discourse, its world view or ideology
is inadvertently adopted (see Ivanic 1998). Considering participants
accounts about English almost replacing writing in Arabic, it would be
plausible to assume that ideologies supporting dominant discourses are
also partly adopted. An indication of this process came to my attention
through replies to my enquiry about the reasons for students convic-
tion about the five-paragraph style. One of the main responses was:
because this is professional. Fatema says, I think its the standard and
the teacher wants us to [follow it] these things [are] professional,
good in all sides.
The concept of professionalism, together with its ideological per-
spectives, has spilled over from neo-liberal discourses into education.
Gewirtz et al. (2009) define professionalism as work which follows,
cost-containment efficiency and productivity goals (26). As a result,
teachers have witnessed an increased role for quasi-masked centred ideas
imposed on them. Evetts (2009: 40) relates the spread of these beliefs to
the growing capacity of higher education systems to produce workers
who are educated and trained, and the needs of employees and managers
in organizations to exercise control over knowledge and service work.
Indeed Sheikh bin Mubarak Al Nahyan, the chancellor of HCT, in
his speech in 2010 emphasised that our impressive accomplishments
reflects clear entrepreneurial attitudes. The expression of these atti-
tudes is accomplished through standardised native-speaker models.
I asked Ghalya if she would like to try another style of writing and she
responded, no, Im used to do this, automatically will [write] this way.
However, this does not mean that these students are passive receivers
of knowledge. There were many critical voices among these interview-
ees. I have consciously chosen the word critical instead of opposing
because I agree with Chase (1988) who defines opposition as student
188 Nasima Yamchi
behaviour which runs against the grain and which interrupts what we
usually think of as the normal progression of learning (14). In this
sense there was little active opposition, possibly due to unbalanced
power relations mentioned earlier. The main criticism was directed at
the limitations the standardised styles impose. Khadija defined writing
as: its like testing. Bashayer expresses her frustration as: what were
doing is exactly the same the way we practice it, is the same I think
like Im repeating myself. Alya indicates why these models are used:
see that side to try to understand. Those interviewees who were critical
about the enforcement of standardised versions also criticised the wide-
spread use of English and its use as the medium of studies. Alaya states:
I think most Arabs think that when they get attached to English
they will become professors or whatever, but I dont think so. They
are the ones that [believe] the person who speaks English is more
modern, more civilized, you know how small minded people are
ya, because I think they planted this in their mind to be a good
productive person is to speak English.
This section reveals the rift between competing world views. Practicing
dominant discourses can lead to adoption of its ideologies; nevertheless
these novice writers also express their dissatisfaction with constructed
images.
Conclusion
EFL novice writers are disadvantaged in many ways and their meaning-
ful participation in academic exchanges is limited by dominant codi-
fied systems supported by ideologies of native-speakerism. Pragmatic
approaches promoting the use of standards disregard the neo-liberal
and neo-essentialist roots of these orientations, which superficially
celebrate variety but in reality still maintain important essentialist
elements (Holliday 2011: 7). These elements still favour white, middle-
class cultural values privileges which are not extended to varieties
within Western cultures and beyond.
With the dominance of these discourses, the practice of writing shifts
its focus to form rather than content; consequently novice writers have
fewer opportunities to engage in a meaningful exchange of knowledge.
Secondly, student writers texts represent mainly what is expected of
them, instead of their real selves. Thus, the texts they produce are
more the sum of boundaries set instead of free expressions of thought.
These are also looked at, by many teachers, through the lens of native-
speakerism. Thus, novice writers issues in text construction are first and
foremost related to their cultural deficits. Finally, this blurred context
strips both writers and their audience of opportunities to learn from
each other and eliminate possible misunderstandings. These tensions
affect students identities as writers and attitudes towards the usefulness
of writing practices.
190 Nasima Yamchi
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I am not what you think I am 191
Conceptual background
Underlying the above conclusion are the native English speaker and
non-native English speaker divide, the centre and periphery distinc-
tion, paradigm, and modernism. I now generally present and define
these concepts (this section) so as to provide a basis for my upcoming
analysis and discussion of the data (the next two sections). I begin with
the native speaker and non-native speaker distinction.
This distinction is widely used in TESOL (Doerr 2009a: 15). For
instance, the professional association TESOL includes a Nonnative
English Speakers in TESOL Interest Section (TESOL International
Association 2013; emphasis added); and implicit in this labelling is the
perceived division between the centre and periphery the centre
being associated with native English speakers, and the periphery,
with non-native English speakers (Braine 2014: vii; Phan 2008: 857).
However, various TESOL scholars have criticised this terminology as a
means to divide the worldwide range of English language educators. For
example, Samimy & Brutt-Griffler (1999) argue that this divide estab-
lishes a hierarchy based on English language proficiency and pertinent
cultural knowledge, with those English educators whose English is an
additional language (i.e. non-native English-speaking teachers) being
perceived by their colleagues and often by themselves as occupying the
lower levels of this hierarchy. Taking this hierarchy metaphor further,
Doerr (2009b) claims that once perceived as occupying the lower rungs
of the ladder, those bilingual or multilingual educators of English could
easily be subjected to work-related discrimination (6). This potentially
damaging distinction of native English speaker, non-native English
speaker, centre, and periphery within the interview and email data of
this investigation becomes overridden by an inclination towards a nos-
talgic modernist paradigm. This begs the question: What is a paradigm?
A paradigm can be considered a broad set of assumptions, beliefs,
and philosophies shared by people in a common endeavour, such as
those who conduct research within a particular community (Tuffin
2005: 59; citing Kuhn 1962/2012). For an academic community such
Perceptions of Alternative Research Writing 195
Analysis
Before I work through the email and interview data pertaining to how
the TESOL writers, journal referees and journal editors perceive alterna-
tive writing in terms of related issues (i.e. research question subpart ii;
above), I first offer a summary of what they think this alternative writ-
ing seems to be, in terms of its types and forms (i.e. research question
subpart i; above). This first part of the analysis is in summative form.
First perception
This perception holds that TESOL academics on the periphery, who
are so-called non-native English speakers, would have an inclination
towards alternative research writing such as those types and forms
referred to above. To reconstruct this, I first refer to participant Bertina,
a referee at an international mainstream journal in TESOL. (The name
used here is a pseudonym; the same goes for the names of all the other
participants.) Bertina says:
Youve got people who are so successful within the terms of the aca-
demic establishment that they can bring a little bit of autobiography
or fantasy into their writing But then youve got people who just
do it to be quite blunt about it. I edit a journal, and we get articles
from certain parts of the world where the person just doesnt realize
what the academic conventions are. So theyre not breaking them in
a deliberate way. They just dont know. (Interview)
Second perception
This regards emotive responses to alternative research writing. Admitting
to bend[ing] the rules linguistically and produc[ing] alternative nar-
ratives, participant Kenneth as a [TESOL] writer like[s] to dance with
language (email communication, emphasis added). One could wonder:
What is it about his alternative writing that makes Kenneth dance? He
does not say. Nor does another TESOL writer (Ansel) say what would be
200 William Sughrua
Perhaps more intense than the enjoyment felt by Ansel and the libera-
tion felt by Kenneth (above) is the impression left by Kubotas appar-
ently alternative-oriented article The Story of Barbara on participant
Ignacio, a TESOL writer who, like the other participants, is internation-
ally renowned. Ignacio says:
The beauty of The Story of Barbara seems to have some sort of holistic
impact on Ignacio. He does not seem readily able or willing to articulate
this beauty according to its component parts. For instance, I wonder:
could this beauty be due to the cadence of the dialogue, the caf set-
ting, or the interweaving of scenic development with bibliographic
references? Ignacio does not say. He leaves me with the sense of this
undefined beauty of Kubotas article as having had such impact on
him that it alone has inspired some of his current writing projects.
Likewise, participant Omar, another TESOL writer, is inspired by the
three-page Ravi vignette at the start of Canagarajahs Resisting Linguistic
Imperialism in English Teaching (1999). Omar seems personally moved
by the Ravi vignette, as evident in my interview with him. (I, as inter-
viewer, am Bill.)
scholars who are so-called native English speakers and thus associated
with the centre. The second perception is that alternative research
writing appeals to TESOL scholars based on a personally-felt but inde-
scribable impact, sense of working, and emotional engagement.
Granted, one could deem these two perspectives weak or unfounded
because they are based on a quite limited number of participants out
of the general pool of participants in the interviews and email cor-
respondence: for the first perception, three participants; and for the
second perception, six participants. My intention, however, is not to
present the nine participants underlying the above two perceptions as
representative of the total 29 participants involved in the investigation.
Rather, I consider these nine participants as helping to construct or
spin off just one of many possible data interpretations inherent in my
overall investigation. This would be in line with a performative type
of data analysis.
Generally considered a specific type of qualitative research (e.g.
Holloway & Wheeler 2010: 334), performative research is expressed in
forms of symbolic data other than words in a discursive text, such
as material forms of practice, of still and moving images, of music and
sound (Haseman 2010: 151). Though not as dramatically or sensori-
ally based as that conveyed in the previous definition, my data analysis
takes on a performative edge in that it disengages and separates the
above two perceptions from the rest of the data. As a result, I place
the two perceptions on their own stages; and I imagine them as one
rhetorical statement or argument, as if an utterance in a one-act play or
debate. This, for me, becomes a unique social reality distinct from that
which had motivated me to undertake the research (Holliday 2007: 20,
9192). In this performative sense, therefore, I see the first perception
setting forth one premise that is overruled or disqualified by the second
perception.
The first perception plays devils advocate, feigning its aggressive
stance so as to push for a reaction or definitive perspective, which is
provided by the second perception. Consequently, the first perception,
that of devils advocate, conveys that non-native English speakers
largely prefer alternative academic writing over standard academic writ-
ing, while native English speakers largely prefer standard academic
writing over alternative academic writing. This perception neatly clas-
sifies alternality and standardness in TESOL research writing accord-
ing to the native English speaker and non-native English speaker
divide and by consequence the centre and periphery distinction. As
such, the perception could readily be dismissed as stereotypical and
Perceptions of Alternative Research Writing 203
Discussion
Conclusion
References
Adorno, T. W. 1978. Minima moralia. London: Verso (Original work, 1951).
Archer, M. S. 2011. Foreword. In P. Donati (ed.), Relational sociology: A new para-
digm for the social sciences (pp. xixiii). New York: Routledge.
Perceptions of Alternative Research Writing 207
209
210 Index