Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-2plfb Total loading time: 0 Render date: 2024-11-24T15:03:53.394Z Has data issue: false hasContentIssue false

5 - Native and Non-native Speakers of English in TESOL

from Part II - English in/for L2 Learning and Teaching

Published online by Cambridge University Press:  24 December 2019

By
Rachel Wicaksono
Edited by
Christopher J. Hall  and
Rachel Wicaksono
Christopher J. Hall
Affiliation:
York St John University
Rachel Wicaksono
Affiliation:
York St John University
Get access

Summary

This chapter explores ideas about ‘(non-)native’ speakers of English, with particular reference to the professional context of teaching English to speakers of other languages (TESOL). The use of ‘(non-)native’ speaker to describe a person’s use of English remains common in a variety of domains, despite much scholarly and professional argument against the term. Given that learners and teachers comprise the educational context of this chapter, I have chosen to focus on the native and non-native speakers themselves, rather than on their (so-called) native and non-native uses of English. In doing so, I hope not to fall into the trap of thinking of people as permanent members of closed categories, but, on the contrary, show how we might raise awareness of the (potentially negative) effects of such thinking on speakers of English, in the TESOL profession.

Keywords

English language teachingTESOLnative speakerismnon-native speakersEnglish as a lingua francalanguage ontologycritical period hypothesisintelligibilityworld Englishes
Type
Chapter
Information
Ontologies of English
Conceptualising the Language for Learning, Teaching, and Assessment
 , pp. 80 - 98
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, J. (2016). Initial teacher training courses and non-native speaker teachers. ELT Journal, 70(3), 261–274.Google Scholar
Anderson, J. (2018). Reimagining English language learners from a translingual perspective. ELT Journal, 72(1), 247–249.Google Scholar
Aneja, G. A. (2016a). Rethinking nativeness: Toward a dynamic paradigm of (non)native speakering. Critical Inquiry in Language Studies, 13(4), 351–379.CrossRefGoogle Scholar
Aneja, G. A. (2016b). (Non)native speakered: Rethinking (non)nativeness and teacher identity in TESOL teacher education. TESOL Quarterly, 50(3), 572–597.CrossRefGoogle Scholar
Au, T., Kwok, A., Tong, L. et al. (2017). The social costs in communication hiccups between native and nonnative speakers. Journal of Cross-Cultural Psychology, 48(3), 369–383.Google Scholar
British Association of Applied Linguistics (BAAL). (2017). BAALmail. https://baalweb.wordpress.com/baalmail/Google Scholar
Canagarajah, A. S. (1999). On EFL teachers, awareness, and agency. ELT Journal 53(3), 207–214.Google Scholar
Canagarajah, S. (2007). Lingua Franca English, multilingual communities, and language acquisition. Modern Language Journal, 91, 923–939.Google Scholar
Chaloner, J., Evans, A., and Pragnell, M. (n.d.). Supporting the British Economy through Teaching English as a Foreign Language: An Assessment of the Contribution of English Language Teaching to the United Kingdom Economy. English UK. www.englishuk.com/uploads/assets/members/newsflash/2015/11_nov/Economic_impact_report_44pp__WEB.pdfGoogle Scholar
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209.CrossRefGoogle Scholar
Derwing, T. and Munro, M. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397.Google Scholar
Dewaele, J. (2018). Why the dichotomy ‘L1 Versus LX User’ is better than ‘native versus non-native speaker’. Applied Linguistics, 39(2), 236–240.Google Scholar
Firth, A. and Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81(3), 285–300.Google Scholar
Giles, H. and Powesland, P. F. (1975). Accommodation theory. In Coupland, N. and Jaworski, A., eds., Sociolinguistics: A Reader and Coursebook. London: Macmillan.Google Scholar
Giles, H., Coupland, J., and Coupland, N. (1991). Accommodation theory: Communication, context, and consequence. In Giles, H., Coupland, J. and Coupland, N., eds., Contexts of Accommodation: Developments in Applied Sociolinguistics. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Gumperz, J. J. (1982). Discourse Strategies. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Hansen, K. and Dovidio, J. (2016). Social dominance orientation, nonnative accents, and hiring recommendations. Cultural Diversity and Ethnic Minority Psychology, 22(4), 544–551.Google Scholar
Hall, C. J. (2005). An Introduction to Language and Linguistics: Breaking the Language Spell. London: Continuum.Google Scholar
Hall, C. J. (2014). Moving beyond accuracy: From tests of English to tests of ‘Englishing’. ELT Journal, 68(4), 376–385.Google Scholar
Hall, C. J. (2018). Cognitive perspectives on English as a Lingua Franca. In Jenkins, J., Baker, W., and Dewey, M., eds., Routledge Handbook of English as a Lingua Franca (pp. 74–84). London: Routledge.Google Scholar
Hall, C. J. and Wicaksono, R. (2019). Changing Englishes: An online course for teachers (v.02). Online. www.changingenglishes.onlineGoogle Scholar
Hall, C. J., Wicaksono, R., Liu, S., Qian, Y. and Xu, X. (2017). Exploring teachers’ ontologies of English: Monolithic conceptions of grammar in a group of Chinese teachers. International Journal of Applied Linguistics, 27(1), 87–109.Google Scholar
Harvey, E., ed. (1480/1984). The Court of Sapience. Toronto: University of Toronto Press.Google Scholar
Higby, E., Kim, J., and Obler, L. K. (2013). Multilingualism and the brain. Annual Review of Applied Linguistics, 33, 68–101.Google Scholar
Hopper, P. J. (1998). Emergent grammar. In Tomasello, M., ed., The New Psychology of Language (pp. 155–175). Mahwah: Lawrence Erlbaum.Google Scholar
Huang, B. H. (2013). The effects of accent familiarity and language teaching experience on raters’ judgments of non-native speech. System, 41, 770–785.CrossRefGoogle Scholar
Hwang, J., Brennan, S., and Huffman, M. (2015). Phonetic adaptation in non-native spoken dialogue: Effects of priming and audience design. Journal of Memory and Language, 81, 72–90.Google Scholar
Jenkins, J. (2000). The phonology of English as an International Language. Oxford: Oxford University Press.Google Scholar
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83–103.Google Scholar
Jenkins, J. (2003). World Englishes: A Resource Book for Students. London and New York: Routledge.Google Scholar
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157–182.Google Scholar
Jenkins, J. (2013). English as a Lingua Franca in the International University: The Politics of Academic English Language Policy. Abingdon, Oxon, and New York: Routledge.Google Scholar
Kachru, B., ed. (1992). The Other Tongue – English across Cultures, 2nd ed. Urbana, IL: University of Illinois Press.Google Scholar
Kachru, B. B. (2008). The first step: The Smith paradigm for intelligibility in world Englishes. World Englishes, 27(3–4), 293–296.CrossRefGoogle Scholar
Kamhi-Stein, L. D. (2016). The non-native English speaker teachers in TESOL movement. ELT Journal, 70(2), 180–189.Google Scholar
Lenneberg, E. H. (1967). Biological Foundations of Language. New York: Wiley.Google Scholar
Leung, C., Harris, R., and Rampton, B. (1997). The idealised native speaker, reified, and classroom realities. TESOL Quarterly, 31(3), 543–560.Google Scholar
Mahboob, A. and Golden, R. (2013). Looking for native speakers of English: Discrimination in English language teaching job advertisements. Voices in Asia Journal, 1(1), 72–81.Google Scholar
Medgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46(4), 340–349.Google Scholar
Morrison, L. (2016). Native English speakers are the world’s worst communicators. www.bbc.com/capital/story/20161028-native-english-speakers-are-the-worlds-worst-communicatorsGoogle Scholar
Moussu, L. and Llurda, E. (2008). Non-native English speaking English language teachers: History and research. Language Teaching, 41(3), 315–348.Google Scholar
Munro, M. J., Derwing, T. M. and Morton, S. L. (2006). The mutual intelligibility of L2 speech. Studies in Second Language Acquisition, 28(1), 111–131.Google Scholar
Nelson, C. L. (1982). Intelligibility and non-native varieties of English. In Kachru, B. B., ed., The Other Tongue: English across Cultures. Urbana, IL: University of Illinois Press.Google Scholar
Nelson, C. L. (2008). Intelligibility since 1966. World Englishes, 27(3–4), 297–308.Google Scholar
Neuliep, J. and Speten-Hansen, K. (2013). The influence of ethnocentrism on social perceptions of nonnative accents. Language and Communication, 33, 167–176.Google Scholar
Pae, T. (2017). Effects of the differences between native and non-native English-speaking teachers on students’ attitudes and motivation toward learning English. Asia Pacific Journal of Education, 37(2), 163–178.Google Scholar
Rampton, M. B. H. (1990). Displacing the ‘native speaker’: Expertise, affiliation, and inheritance. ELT Journal, 44(2), 97–101.Google Scholar
Russo, M., Islam, G., and Koyuncu, B. (2017). Non-native accents and stigma: How self-fulfilling prophesies can affect career outcomes. Human Resource Management Review, 27, 507–520.Google Scholar
Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209–239.Google Scholar
Selvi, A. F. (2011). The non-native speaker teacher. ELT Journal, 65(2), 187–189.Google Scholar
Selvi, A. F. (2014). Myths and misconceptions about nonnative English speakers in the TESOL (NNEST) movement. TESOL Journal, 5(3), 573–611.CrossRefGoogle Scholar
Sheppard, B., Elliott, N., and Baese-Berk, M. (2017). Comprehensibility and intelligibility of international student speech: Comparing perceptions of university EAP instructors and content faculty. Journal of English for Academic Purposes, 26, 42–51.CrossRefGoogle Scholar
Smith, L. E. and Nelson, C. L. (1985). International intelligibility of English: Directions and resources. World Englishes, 4(3), 333–342.Google Scholar
Street, J. A. (2017). This is the native speaker that the non-native speaker outperformed: Individual, education-related differences in the processing and interpretation of object relative clauses by native and non-native speakers of English. Language Sciences, 59, 192–203.Google Scholar
Taylor, R. and Zanini, N (2017). Native speakers in A level modern foreign languages. OFQUAL. www.gov.uk/government/publications/native-speakers-in-a-level-modern-foreign-languagesGoogle Scholar
TESOL. (2006). Position Statement against Discrimination of Nonnative Speakers of English in the Field of TESOL. www.tesol.org/docs/default-source/advocacy/position-statement-against-nnest-discrimination-march-2006.pdf?sfvrsn=2Google Scholar
TESOL. (2008). Position Statement on English as a Global Language. www.tesol.org/docs/pdf/10884.pdf?sfvrsn=2Google Scholar
Trofimovich, P. and Turuševa, L. (2015). Ethnic identity and second language learning. Annual Review of Applied Linguistics, 35, 234–252.CrossRefGoogle Scholar
Wang, Z., Arndt, A. D., Singh, S. N. et al. (2013). “You Lost Me at Hello”: How and when accent-based biases are expressed and suppressed. International Journal of Research in Marketing, 30(4), 185–196.Google Scholar
Wicaksono, R. (2013). Raising students’ awareness of the construction of communicative (in)competence in international classrooms. In Ryan, J. ed., Cross Cultural Teaching and Learning for Home and International Students: Internationalisation of Pedagogy and Curriculum in Higher Education. London and New York: Routledge.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×