Language Teacher Nativeness/Nonnativeness : A Systematic Review
Some major shifts regarding the way languages have been taught have taken place during the last decades. Yet, the ingrained and self-evident assumption that native speaker competence is the universal linguistic target for acquisition, use, and instruction in ELT has remained practically untouched (L...
| Authors: | , |
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| Format: | book part |
| Status: | Versión aceptada para publicación |
| Publication Date: | 2025 |
| Country: | España |
| Institution: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repository: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:dnet:recercat____::4c77887eab763ae4a5291277b2f67276 |
| Online Access: | https://doi.org/10.1007/978-3-031-43208-8_5-1 https://hdl.handle.net/10459.1/469944 |
| Access Level: | Open access |
| Keyword: | NESTs NNESTs Native Non-native Nativeness Native-speakerism |
| Summary: | Some major shifts regarding the way languages have been taught have taken place during the last decades. Yet, the ingrained and self-evident assumption that native speaker competence is the universal linguistic target for acquisition, use, and instruction in ELT has remained practically untouched (Llurda, 2018a; Rudolph et al., 2015). Phillipson (1992) claimed the existence of a “native speaker fallacy,” by which native speaker teachers were broadly (and erroneously) regarded as superior to non-native ones. This concept was later reformulated by Holliday (2005), who coined the term “native-speakerism.” Such ideology promotes the idea that native English-speaking teachers (henceforth, NESTs, or NSTs when we refer to teachers of any language, without singling out ELT ones) are the ideal teachers to help students reach the elusive goal of near-native competence and in turn relegates nonnative English-speaking teachers (henceforth, NNESTs, or NNSTs when we refer to teachers of any language) to having an inferior status despite constituting no less than 80% of ELT educators (Moussu & Llurda, 2008). This is made evident in the bias existing in the ELT professional environment, resulting in “unfair employment discrimination” (Selvi, 2011) as visible in the instances of discrimination suffered by NNESTs, some of which have been reported in empirical studies (Clark & Paran, 2007; Lowe & Kiczkowiak, 2016; Mahboob & Golden, 2013; Selvi, 2010). |
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