Overview

This edited volume provides a set of cutting-edge research on native-speakerism and how the concept of the native speaker is still present in the teaching of English as a global language. The chapters each take a critical stance on the concept of ‘native speaker’ and thus deconstruct it so that the reader can construct their own vision of language use, language acquisition, and language teaching in an unbiased way, detached from myths and fallacies that have permeated in language education up until today. Though this book is contextualized within the teaching of English as an International Language, its contributions and argumentations are also illuminating for any other language teaching context. Research included in this volume is empirical, thus providing rich data to support critical argumentation, and ensuring a global overview of studies conducted in Asia, Europe, and the Americas. A unique reference for students, scholars, and practitioners interested in the native speaker construct and its effect on language teachers’ identities, general language teaching practices, and advancing the field of Applied Linguistics. Chapter 1 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.

Full Product Details

Author:   Enric Llurda (Universitat de Lleida, Spain)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9781032547930

ISBN 10:   1032547936
Pages:   258
Publication Date:   15 September 2025
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Forthcoming
Availability:   Not yet available  
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Table of Contents

Contents Series Foreword List Contributors Chapter 1. Bringing down the wall of native-speakerism in English language teaching Enric Llurda Section 1: The pervasiveness of the native speaker construct in the Expanding Circle Chapter 2. Native-speakerism in Catalan private language schools: recruiters’ perspectives Júlia Calvet-Terré & Enric Llurda Chapter 3. Between Tradition and Globalization: Native-Speakerism in Poland Tomasz Paciorkowski Chapter 4. Social media English teaching and Native-speakerism in Japan Yuzuko Nagashima & Luke Lawrence Chapter 5. English Language Education Policies in Latin America and the Perpetuation of Native-speakerism Adriana González Section 2: The emergence of new identities beyond the native speaker construct Chapter 6. Understanding the mechanisms of the Ghost of native-speakerism through unpacking my silent moments: An autoethnography Nugrahenny Zacharias Chapter 7. The Impact of Native-Speakerism on Culture Teaching Practices of Secondary ELT Teachers in Thailand Nattida Pattaraworathum & Will Baker Chapter 8. Translingual English teachers and students’ desires for the concept of ‘native speaker’ in Japan Ryo Mizukura Chapter 9. The hybridity of English as an international language in Asia Jette G. Hansen Edwards Section 3 - Teacher training initiatives dismantling the native speaker construct Chapter 10. Re-assessing nativeness for a Global Englishes-informed language teacher education Martin Dewey Chapter 11. English as lingua franca, native-speakerism, ideology and framing: An investigation of the beliefs of teacher trainees in Japan Robert J. Lowe Chapter 12. Decolonizing teacher education: Digitally unveiling native-speakerism in ELT through ELF Pedagogy Inmaculada Pineda Index

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Author Information

Enric Llurda is a Professor of Applied Linguistics at Universitat de Lleida in Catalonia (Spain). His interests include native-speakerism, global Englishes, internationalization, language attitudes, and ideologies. He is the editor of the 2005 volume Non-native Language Teachers: Perceptions, Challenges and Contributions to the Profession, and has published extensively in journals and edited volumes on native-speakerism, non-native teachers, and language teacher identity.

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