Beyond Native-Speakerism

<p>Despite unsubstantiated claims of best practice, the division of language-teaching professionals on the basis of their categorization as ‘native-speakers’ or ‘non-native speakers’ continues to cascade throughout the academic literature. It has become normative, under the rhetorical guise of acting to correct prejudice and/or discrimination, to see native-speakerism as having a single beneficiary – the ‘native-speaker’ – and a single victim – the ‘non-native’ speaker. However, this unidirectional perspective fails to deal with the more veiled systems through which those labeled as native-speakers and non-native speakers are both cast as casualties of this questionable bifurcation. This volume documents such complexities and aims to fill the void currently observable within mainstream academic literature in the teaching of both English, and Japanese, foreign language education. By identifying how the construct of Japanese native-speaker mirrors that of the ‘native-speaker’ of English, the volume presents a revealing insight into language teaching in Japan. Further, taking a problem-solving approach, this volume explores possible grounds on which language teachers could be employed if native-speakerism is rejected according to experts in the fields of intercultural communicative competence, English as a Lingua Franca and World Englishes, all of which aim to replace the ‘native-speaker’ model with something new.</p> <p></p><p>Introduction</p><p></p><p><em>Stephanie Ann Houghton, Damian J. Rivers and Kayoko Hashimoto</em></p><p></p><p><strong>Part I: The Native Speaker Criterion: Past Traditions, Current Perspectives and Future Possibilities</strong></p><p></p><p>1 The Idea of the Native Speaker</p><p>Damian J. Rivers</p><p></p><p>2 The Sociohistorical Foundations of Japan’s Relationship with the Native Speaker of Foreign Languages</p><p>Damian J. Rivers</p><p></p><p>3 "Introverted Psychosis" and the Psychology of Native-Speaker Interaction: Social Representation, Status and Threat Perception</p><p>Damian J. Rivers</p><p></p><p>4 Contemporary English Language Teachers’ Views on Native Speakerism in Context</p><p></p><p><em>Damian J. Rivers</em></p><p></p><p><strong>Part II: Japanese Native Speakerism: Past, Present and Future</strong></p><p></p><p>5 The Construction of the Native Speaker of Japanese</p><p>Kayoko Hashimoto</p><p></p><p>6 Japanese Language for Foreigners: Policy on Foreign Nationals and EPA Scheme</p><p>Kayoko Hashimoto</p><p></p><p>7 Japanese Language Teachers’ Views on Native Speakers and "Easy Japanese"</p><p>Kayoko Hashimoto</p><p></p><p>8 Native Speakerism in Japanese Language Teaching for Foreigners and English Language Teaching for Japanese Nationals</p><p></p><p><em>Kayoko Hashimoto</em></p><p></p><p><strong>Part III: The Post-Native-Speakerist Shift</strong></p><p></p><p>9 The Post-Native-Speakerist Language Teacher</p><p>Stephanie Ann Houghton</p><p></p><p>10 Shifts Needed in Foreign Language Teacher Education Activities</p><p>Stephanie Ann Houghton</p><p></p><p>11 Shifts Needed in Foreign Language Teacher Attributes</p><p>Stephanie Ann Houghton</p><p></p><p>12 Reconceptualizing Foreign Language Education</p><p>Stephanie Ann Houghton</p><p></p><p>Conclusion</p><p>Stephanie Ann Houghton, Damian J. Rivers and Kayoko Hashimoto</p>