Native-speakerism and ‘hidden curricula’ in ELT training
a duoethnography
DOI:
https://doi.org/10.1558/jld.36409Keywords:
native-speakerism, hidden curriculum, ELT training, duoethnographyAbstract
Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.
References
Anderson, J. (2016) Initial teacher training courses and non-native speaker teachers. ELT Journal 70(3): 261–274. https://doi.org/10.1093/elt/ccv072
Apple, M. W. (1976) Curriculum as ideological selection. Comparative Education Review 20(2): 209–15. https://doi.org/10.1086/445883
Atkinson, P. and Delamont, S. (2006) Narrative Methods. London: Sage. https://doi.org/10.4135/9781446262603
Block, D. (2007) Second Language Identities. London: Continuum. https://doi.org/10.5040/9781474212342
Bourdieu, P. and Passeron, J.-C. (1977) Reproduction in Education, Society and Culture. London: Sage.
Breckenridge, Y. and Erling, E. J. (2011) The native speaker English teacher and the politics of globalization in Japan. In P. Seargeant (ed.) English in Japan in the Era of Globalization 80–100. Basingstoke: Palgrave Macmillan.
Canagarajah, A. S. (1999) Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press.
Canagarajah, S. (2012) Teacher development in a global profession: an autoethnography. TESOL Quarterly 46(2): 258–79. https://doi.org/10.1002/tesq.18
Clark, E. and Paran, A. (2007) The employability of non-native-speaker teachers of EFL: a UK survey. System 35(4): 407–30. https://doi.org/10.1016/j.system.2007.05.002
Clark, I. (2016) Hidden curriculum and subliminal gender bias: a Japanese case-study. Nagoya University of Commerce and Business Administration 17(2): 11–17.
Davies, A. (2003) The Native Speaker: Myth and Reality (2nd edn). Clevedon: Multilingual Matters.
Dewey, M. and Patsko, L. (2018) ELF and teacher education. In J. Jenkins, W. Baker and M. Dewey (eds) The Routledge Handbook of English as Lingua Franca 441–55. London: Routledge.
Dörnyei, Z. (2007) Research Methods in Applied Linguistics : Quantitative, Qualitative, and Mixed Methodologies. Oxford: Oxford University Press.
Glaser, B. G. and Strauss, A. L. (2009) The Discovery of Grounded Theory: Strategies for Qualitative Research (4th paperback printing). New Brunswick: Aldine.
Govardhan, A. K., Nayar, B. and Sheorey, R. (1999) Do US MATESOL programs prepare students to teach abroad? TESOL Quarterly 33(1): 114–25. https://doi.org/10.2307/3588194
Hammersley, M. and Atkinson, P. (2007) Ethnography: Principles in Practice (3rd edn). London: Routledge. https://doi.org/10.4324/9780203944769
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): 385–7. https://doi.org/10.1093/elt/ccl030
Holliday, A. (2015) Native-speakerism: taking the concept forward and achieving cultural belief. In A. Swan, P. Aboshiha and A. Holliday (eds) (En)Countering Native-speakerism 11–25. New York: Palgrave Macmillan.
Houghton, S. and Rivers, D. J. (eds) (2013) Native-speakerism in Japan. Intergroup Dynamics in Foreign Language Education. Bristol: Multilingual Matters. https://doi.org/10.21832/9781847698704
Jackson, P. W. ([1968] 1990) Life in Classrooms. New York, NY: Teachers College Press.
Jenks, C. J. (2017) Race and Ethnicity in English Language Teaching: Korea in Focus. Bristol: Multilingual Matters.
Kachru, B. B. (ed.) (1992) The Other Tongue: English Across Cultures (2nd edn). Illinois: University of Illinois Press.
Krammer, D. and Mangiardi, R. (2012) The hidden curriculum of schooling: a duoethnographic exploration of what schools teach us about schooling. In J. Norris, R. Sawyer and D. E. Lund (eds) Duoethnography: Dialogic Methods for Social, Health, and Educational Research 41–70. Walnut Creek, US: Left Coast Press.
Kubota, R. (2011) Learning a foreign language as leisure and consumption: enjoyment, desire, and the business of eikaiwa. International Journal of Bilingual Education and Bilingualism 14(4): 473–88. https://doi.org/10.1080/13670050.2011.573069
Kubota, R. and Lin, A. (2006) Race and TESOL: introduction to concepts and theories. TESOL Quarterly 40(3): 471–93. https://doi.org/10.2307/40264540
Kumaravadivelu, B. (2012) Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognising, Doing, and Seeing. New York: Routledge. https://doi.org/10.4324/9780203832530
Lawrence, L. (2016) Responsibility without power: Native-speaker experiences of team teaching in Japanese secondary schools. In F. Copland, S. Garton & S. Mann (eds) LETs and NESTs: Voices, Views and Vignettes 20–36. London: British Council.
Lawrence, L. & Nagashima, Y. (forthcoming) The Intersectionality of Gender, Sexuality, Race and Native-speakerness: Investigating ELT Teacher Identity through Duoethnography. Journal of Language, Identity & Education.
Liu, D. (1998) Ethnocentrism in TESOL: teacher education and the neglected needs of international TESOL students. ELT Journal 52(1): 3–10. https://doi.org/10.1093/elt/52.1.3
Lowe, R. J. and Kiczkowiak, M. (2016) Native-speakerism and the complexity of personal experience: a duoethnographic study. Cogent Education 3: 1264171. https://doi.org/10.1080/2331186X.2016.1264171
Matsuda, A. (2012) Teaching materials in EIL. In L. Alsagoff, W. A. Renandya, S. L. Mckay and G. Hu (eds) Principles and Practices for Teaching English as an International Language. New York: Routledge. https://doi.org/10.21832/9781847697042
Matsuda, A. (ed.) (2017) Preparing Teachers to Teach English as an International Language. Bristol; Buffalo: Multilingual Matters. https://doi.org/10.21832/9781783097036
McBeath, N. (2017) Initial teacher training courses and non-native speaking teachers: a response to Jason Anderson. ELT Journal 71(2): 247–9. https://doi.org/10.1093/elt/ccw090
McLaren, P. (1989) Life in Schools. New York: Longman.
Medgyes, P. (1992) Native or non-native: who’s worth more? ELT Journal 46(4): 340–9. https://doi.org/10.1093/elt/46.4.340
Moussu, L. M. and Llurda, E. (2008) Non-native English-speaking English language teachers: history and research. Language Teaching 41(3): 315–48. https://doi.org/10.1017/S0261444808005028
Norris, J. and Sawyer, R. (2004) Null and hidden curricula of sexual orientation: a dialogue on the curreres of the absent presence and the present absence. In L. Coia, M. Birch, N. Brooks, E. Heilman, S. Mayer, A. Mountain and P. Pritchard (eds) Democratic Responses in an Era of Standardization 139–59. Troy, NY: Educators’ International Press.
Norris, J. and Sawyer, R. (2012) Toward a dialogic methodology. In J. Norris, R. Sawyer and D. E. Lund (eds) Duoethnography: Dialogic Methods for Social, Health, and Educational Research 9–40. Walnut Creek, US: Left Coast Press.
Pennycook, A. (1994) The Cultural Politics of English as an International Language. London: Longman.
Phillipson, R. (1992) Linguistic Imperialism. Oxford: Oxford University Press.
Phillipson, R. (2016) Promoting English: hydras old and new. In P. Bunce, R. Phillipson, V. Rapatahana and R. Tupas (eds) Why English? Confronting the Hydra 35–46. Bristol: Multilingual Matters.
Pinar, W. F. (1975) The Method of ‘Currere’. Presented at the Annual Meeting of the American Research Association, Washington D.C.
Reves, T. and Medgyes, P. (1994) The non-native English speaking EFL/ESL teacher’s self-image: an international survey. System 22(3): 353–67. https://doi.org/10.1016/0346-251X(94)90021-3
Rose, H. and Montakantiwong, A. (2018) A tale of two teachers: a duoethnography of the realistic and idealistic successes and failures of teaching English as an international language. RELC Journal 49(1): 88–101. https://doi.org/10.1177/0033688217746206
Said, E. W. (1979) Orientalism (1st Vintage Books edn). New York: Vintage Books.
Sawyer, R. D. and Norris, J. (2013) Duoethnography. New York: Oxford University Press.
Seargeant, P. (2009) The Idea of English in Japan: Ideology and the Evolution of a Global Language. Bristol: Multilingual Matters.
Shelton, N. R. and McDermott, M. (2012) A curriculum of beauty. In J. Norris, R. Sawyer and D. E. Lund (eds) Duoethnography: Dialogic Methods for Social, Health, and Educational Research 223–42. Walnut Creek, US: Left Coast Press.
Singh, R. (1998) The Native Speaker: Multilingual Perspectives. New Delhi: SAGE Publications.
Susser, B. (1998) EFL’s Othering of Japan: orientalism in English language teaching. JALT Journal 20(1): 49–82.
Yamanaka, N. (2006) An evaluation of English textbooks in Japan from the viewpoint of nations in the inner, outer, and expanding circles. JALT Journal 28(1): 57–76.
Apple, M. W. (1976) Curriculum as ideological selection. Comparative Education Review 20(2): 209–15. https://doi.org/10.1086/445883
Atkinson, P. and Delamont, S. (2006) Narrative Methods. London: Sage. https://doi.org/10.4135/9781446262603
Block, D. (2007) Second Language Identities. London: Continuum. https://doi.org/10.5040/9781474212342
Bourdieu, P. and Passeron, J.-C. (1977) Reproduction in Education, Society and Culture. London: Sage.
Breckenridge, Y. and Erling, E. J. (2011) The native speaker English teacher and the politics of globalization in Japan. In P. Seargeant (ed.) English in Japan in the Era of Globalization 80–100. Basingstoke: Palgrave Macmillan.
Canagarajah, A. S. (1999) Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press.
Canagarajah, S. (2012) Teacher development in a global profession: an autoethnography. TESOL Quarterly 46(2): 258–79. https://doi.org/10.1002/tesq.18
Clark, E. and Paran, A. (2007) The employability of non-native-speaker teachers of EFL: a UK survey. System 35(4): 407–30. https://doi.org/10.1016/j.system.2007.05.002
Clark, I. (2016) Hidden curriculum and subliminal gender bias: a Japanese case-study. Nagoya University of Commerce and Business Administration 17(2): 11–17.
Davies, A. (2003) The Native Speaker: Myth and Reality (2nd edn). Clevedon: Multilingual Matters.
Dewey, M. and Patsko, L. (2018) ELF and teacher education. In J. Jenkins, W. Baker and M. Dewey (eds) The Routledge Handbook of English as Lingua Franca 441–55. London: Routledge.
Dörnyei, Z. (2007) Research Methods in Applied Linguistics : Quantitative, Qualitative, and Mixed Methodologies. Oxford: Oxford University Press.
Glaser, B. G. and Strauss, A. L. (2009) The Discovery of Grounded Theory: Strategies for Qualitative Research (4th paperback printing). New Brunswick: Aldine.
Govardhan, A. K., Nayar, B. and Sheorey, R. (1999) Do US MATESOL programs prepare students to teach abroad? TESOL Quarterly 33(1): 114–25. https://doi.org/10.2307/3588194
Hammersley, M. and Atkinson, P. (2007) Ethnography: Principles in Practice (3rd edn). London: Routledge. https://doi.org/10.4324/9780203944769
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): 385–7. https://doi.org/10.1093/elt/ccl030
Holliday, A. (2015) Native-speakerism: taking the concept forward and achieving cultural belief. In A. Swan, P. Aboshiha and A. Holliday (eds) (En)Countering Native-speakerism 11–25. New York: Palgrave Macmillan.
Houghton, S. and Rivers, D. J. (eds) (2013) Native-speakerism in Japan. Intergroup Dynamics in Foreign Language Education. Bristol: Multilingual Matters. https://doi.org/10.21832/9781847698704
Jackson, P. W. ([1968] 1990) Life in Classrooms. New York, NY: Teachers College Press.
Jenks, C. J. (2017) Race and Ethnicity in English Language Teaching: Korea in Focus. Bristol: Multilingual Matters.
Kachru, B. B. (ed.) (1992) The Other Tongue: English Across Cultures (2nd edn). Illinois: University of Illinois Press.
Krammer, D. and Mangiardi, R. (2012) The hidden curriculum of schooling: a duoethnographic exploration of what schools teach us about schooling. In J. Norris, R. Sawyer and D. E. Lund (eds) Duoethnography: Dialogic Methods for Social, Health, and Educational Research 41–70. Walnut Creek, US: Left Coast Press.
Kubota, R. (2011) Learning a foreign language as leisure and consumption: enjoyment, desire, and the business of eikaiwa. International Journal of Bilingual Education and Bilingualism 14(4): 473–88. https://doi.org/10.1080/13670050.2011.573069
Kubota, R. and Lin, A. (2006) Race and TESOL: introduction to concepts and theories. TESOL Quarterly 40(3): 471–93. https://doi.org/10.2307/40264540
Kumaravadivelu, B. (2012) Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognising, Doing, and Seeing. New York: Routledge. https://doi.org/10.4324/9780203832530
Lawrence, L. (2016) Responsibility without power: Native-speaker experiences of team teaching in Japanese secondary schools. In F. Copland, S. Garton & S. Mann (eds) LETs and NESTs: Voices, Views and Vignettes 20–36. London: British Council.
Lawrence, L. & Nagashima, Y. (forthcoming) The Intersectionality of Gender, Sexuality, Race and Native-speakerness: Investigating ELT Teacher Identity through Duoethnography. Journal of Language, Identity & Education.
Liu, D. (1998) Ethnocentrism in TESOL: teacher education and the neglected needs of international TESOL students. ELT Journal 52(1): 3–10. https://doi.org/10.1093/elt/52.1.3
Lowe, R. J. and Kiczkowiak, M. (2016) Native-speakerism and the complexity of personal experience: a duoethnographic study. Cogent Education 3: 1264171. https://doi.org/10.1080/2331186X.2016.1264171
Matsuda, A. (2012) Teaching materials in EIL. In L. Alsagoff, W. A. Renandya, S. L. Mckay and G. Hu (eds) Principles and Practices for Teaching English as an International Language. New York: Routledge. https://doi.org/10.21832/9781847697042
Matsuda, A. (ed.) (2017) Preparing Teachers to Teach English as an International Language. Bristol; Buffalo: Multilingual Matters. https://doi.org/10.21832/9781783097036
McBeath, N. (2017) Initial teacher training courses and non-native speaking teachers: a response to Jason Anderson. ELT Journal 71(2): 247–9. https://doi.org/10.1093/elt/ccw090
McLaren, P. (1989) Life in Schools. New York: Longman.
Medgyes, P. (1992) Native or non-native: who’s worth more? ELT Journal 46(4): 340–9. https://doi.org/10.1093/elt/46.4.340
Moussu, L. M. and Llurda, E. (2008) Non-native English-speaking English language teachers: history and research. Language Teaching 41(3): 315–48. https://doi.org/10.1017/S0261444808005028
Norris, J. and Sawyer, R. (2004) Null and hidden curricula of sexual orientation: a dialogue on the curreres of the absent presence and the present absence. In L. Coia, M. Birch, N. Brooks, E. Heilman, S. Mayer, A. Mountain and P. Pritchard (eds) Democratic Responses in an Era of Standardization 139–59. Troy, NY: Educators’ International Press.
Norris, J. and Sawyer, R. (2012) Toward a dialogic methodology. In J. Norris, R. Sawyer and D. E. Lund (eds) Duoethnography: Dialogic Methods for Social, Health, and Educational Research 9–40. Walnut Creek, US: Left Coast Press.
Pennycook, A. (1994) The Cultural Politics of English as an International Language. London: Longman.
Phillipson, R. (1992) Linguistic Imperialism. Oxford: Oxford University Press.
Phillipson, R. (2016) Promoting English: hydras old and new. In P. Bunce, R. Phillipson, V. Rapatahana and R. Tupas (eds) Why English? Confronting the Hydra 35–46. Bristol: Multilingual Matters.
Pinar, W. F. (1975) The Method of ‘Currere’. Presented at the Annual Meeting of the American Research Association, Washington D.C.
Reves, T. and Medgyes, P. (1994) The non-native English speaking EFL/ESL teacher’s self-image: an international survey. System 22(3): 353–67. https://doi.org/10.1016/0346-251X(94)90021-3
Rose, H. and Montakantiwong, A. (2018) A tale of two teachers: a duoethnography of the realistic and idealistic successes and failures of teaching English as an international language. RELC Journal 49(1): 88–101. https://doi.org/10.1177/0033688217746206
Said, E. W. (1979) Orientalism (1st Vintage Books edn). New York: Vintage Books.
Sawyer, R. D. and Norris, J. (2013) Duoethnography. New York: Oxford University Press.
Seargeant, P. (2009) The Idea of English in Japan: Ideology and the Evolution of a Global Language. Bristol: Multilingual Matters.
Shelton, N. R. and McDermott, M. (2012) A curriculum of beauty. In J. Norris, R. Sawyer and D. E. Lund (eds) Duoethnography: Dialogic Methods for Social, Health, and Educational Research 223–42. Walnut Creek, US: Left Coast Press.
Singh, R. (1998) The Native Speaker: Multilingual Perspectives. New Delhi: SAGE Publications.
Susser, B. (1998) EFL’s Othering of Japan: orientalism in English language teaching. JALT Journal 20(1): 49–82.
Yamanaka, N. (2006) An evaluation of English textbooks in Japan from the viewpoint of nations in the inner, outer, and expanding circles. JALT Journal 28(1): 57–76.
Published
2018-12-04
Issue
Section
Articles
How to Cite
Lowe, R. J., & Lawrence, L. (2018). Native-speakerism and ‘hidden curricula’ in ELT training: a duoethnography. Journal of Language and Discrimination, 2(2), 162-187. https://doi.org/10.1558/jld.36409
