The relative status of native and non-native speaker language teachers within educational institutions has long been an issue worldwide but until recently, the voices of teachers articulating their own concerns have been rare. Existing work has tended to focus upon the position of non-native teachers and their struggle against unfavourable comparisons with their native-speaker counterparts. However, more recently, native-speaker language teachers have also been placed in the academic spotlight as interest grows in language-based forms of prejudice such as ‘native-speakerism’ – a dominant ideology prevalent within the Japanese context of English language education. This innovative volume explores wide-ranging issues related to native-speakerism as it manifests itself in the Japanese and Italian educational contexts to show how native-speaker teachers can also be the targets of multifarious forms of prejudice and discrimination in the workplace.
Tabela de Conteúdo
Acknowledgements
Stephanie A. Houghton and Damian J. Rivers: Introduction: Redefining Native-Speakerism
PART 1 NATIVE-SPEAKERISM: SHIFTING TO A POSTMODERN PARADIGM
1. Adrian Holliday: ‘Native Speaker’ Teachers and Cultural Belief
PART 2 ‘NATIVE SPEAKER’ TEACHERS IN WORKPLACE CONFLICT
2. David Petrie: (Dis)Integration of Mother Tongue Teachers in Italian Universities: Human Rights Abuses and the Quest for Equal Treatment in the European Single Market
3. Kirk Masden: Kumamoto General Union vs. The Prefectural University of Kumamoto: Reviewing the Decision Rendered by the Kumamoto District Court
4. Stephanie A. Houghton: The Overthrow of the Foreign Lecturer Position, and its Aftermath
5. Damian J. Rivers: Institutionalized Native-Speakerism: Voices of Dissent and Acts of Resistance
6. Joe Geluso: Negotiating a Professional Identity: Non-Japanese Teachers of English in Pre-Tertiary Education in Japan
7. Joseph Falout: Forming Pathways of Belonging: Social Inclusion for Teachers Abroad
PART 3 EMPLOYMENT POLICIES AND PATTERNS IN JAPANESE TERTIARY AND SECONDARY EDUCATION
8. Ryoko Tsuneyoshi: Communicative English in Japan and ‘Native Speakers of English’
9. Blake E. Hayes: Hiring Criteria for Japanese University English-Teaching Faculty
10. Salem Kim Hicks: On The (Out)Skirts of TESOL Networks of Homophily: Substantive Citizenship in Japan
11. Kayoko Hashimoto: The Construction of the ‘Native Speaker’ in Japan’s Educational Policies For TEFL
12. Evan Samuel Heimlich: The Meaning of Japan’s Role of Professional Foreigner
PART 4 NATIVE-SPEAKERISM AS A MULTI-FACETED AND CONTEMPORARY SOCIAL PHENOMENON
13. Glenn Toh: Scrutinizing the Native Speaker as Referent, Entity and Project
14. Ryuko Kubota and Donna Fujimoto: Racialized Native Speakers: Voices of Japanese American English Language Professionals
15. Jennifer Yphantides: Native-Speakerism through English-Only Policies: Teachers, Students and the Changing Face of Japan
PART 5 NATIVE-SPEAKERISM FROM SOCIO-HISTORICAL VIEWPOINTS
16. Robert M. Mc Kenzie: Changing Perceptions? A Variationist Sociolinguistic Perspective on Native Speaker Ideologies and Standard English in Japan
17. Philip Seargeant: Ideologies of Nativism and Linguistic Globalisation
18. Martine Derivry-Plard: The Native Speaker Language Teacher: Through Time and Space
Sobre o autor
Damian J. Rivers holds an MSc in Social Psychology, an MA in Applied Linguistics, and a Ph D in Applied Linguistics/Sociolinguistics from the University of Leicester, UK. He is currently an Associate Professor at Osaka University and undertakes research into intergroup dynamics in foreign language education.
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