Book contents
- Native-Speakerism and Trans-Speakerism
- Native-Speakerism and Trans-Speakerism
- Copyright page
- Contents
- Figures
- Tables
- 1 Introduction: Where It All Began
- 2 Well-Trodden Path: Native-Speakerism
- 3 Untrodden Path: Trans-Speakerism
- 4 Voices of Secondary School Teachers
- 5 Voices of Graduate School Students
- 6 Voices of University Professors
- 7 Conclusion: Where It All Begins (Again)
- References
- Index
4 - Voices of Secondary School Teachers
Published online by Cambridge University Press: aN Invalid Date NaN
- Native-Speakerism and Trans-Speakerism
- Native-Speakerism and Trans-Speakerism
- Copyright page
- Contents
- Figures
- Tables
- 1 Introduction: Where It All Began
- 2 Well-Trodden Path: Native-Speakerism
- 3 Untrodden Path: Trans-Speakerism
- 4 Voices of Secondary School Teachers
- 5 Voices of Graduate School Students
- 6 Voices of University Professors
- 7 Conclusion: Where It All Begins (Again)
- References
- Index
Summary
In this chapter, I introduce the narratives and primary categories of the secondary school teachers within this inquiry. They include linguistic, cultural, and pedagogical native-speakerism, in addition to Global Englishes, intercultural competence, and professionalism (including second language learning experiences) related to trans-speakerism. I explore and extrapolate these by selecting germane excerpts and anecdotes from the interview data to support and elucidate these categorizations. I do so while being fully cognizant of, first, the conditions under which they occurred (i.e., excerpts of particular experiences of particular participants in their particular contexts) and, second, the circumstances in which they were presented to me during the interviews (i.e., stories constructed in particular ways at a particular moment of their professional lives with me as their particular interlocutor). The narratives presented in this chapter were drawn from four secondary school teachers in Japan.
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- Native-Speakerism and Trans-SpeakerismEntering a New Era, pp. 63 - 87Publisher: Cambridge University PressPrint publication year: 2024