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THE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDAN
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 36-47 (2021) (2021)
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| 2 |
English on air: Novel anglicisms in German radio language
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In: Open Linguistics, Vol 7, Iss 1, Pp 569-593 (2021) (2021)
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| 3 |
Evaluating the Long-term Effectiveness of English Language Coursebooks at Turkish Public High Schools
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 458-483 (2021) (2021)
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| 4 |
Modalized speech acts in a spoken learner corpus: The case of can and could
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In: Topics in Linguistics, Vol 22, Iss 1, Pp 27-37 (2021) (2021)
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| 5 |
Commodity, Immunity, and Struggle: (Re)visiting Senses of Community in ELT
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 182-195 (2021) (2021)
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| 6 |
The dynamics of political correctness, inclusive language and freedom of speech
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In: Russian Journal of Linguistics, Vol 25, Iss 1, Pp 194-220 (2021) (2021)
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| 7 |
underlying reasons for the difficulties in use of the English articles for EFL learners: an analysis based on the learners’ experiences
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 420-434 (2021) (2021)
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| 8 |
Dutch listeners’ responses to Dutch, British and American English accents in three contexts.
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In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021)
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| 9 |
Bombast Bombardment and Dense Syntax versus Effective Communication and Language Teaching in ESL Settings: Nigerian English Examples
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 229-242 (2021) (2021)
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| 10 |
“Oh My God, You Look Gorgeous”. Polite but Inappropriate? A Gendered Exploration of Compliment Perceptions Among Young Irish Adults
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In: Teanga: The Journal of the Irish Association for Applied Linguistics , Vol 28 (2021) (2021)
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| 11 |
case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 435-457 (2021) (2021)
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| 12 |
CODE- SWITCHING AS AN EFL INSTRUCTIONAL STRATEGY: AN INSIGHT TO INDONESIAN LECTURERS’ PRACTICES
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 23-35 (2021) (2021)
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| 13 |
Status of English speaking skills in Turkish ELT departments: A nationwide survey
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 359-382 (2021) (2021)
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| 14 |
A cross-cultural study of condolence strategies in a computer-mediated social network
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In: Russian Journal of Linguistics, Vol 25, Iss 2, Pp 417-442 (2021) (2021)
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| 15 |
An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks
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In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021)
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| 16 |
ONCOLL: A quasi-experimental study on the effect of a web-based platform on teaching collocations
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 68-84 (2021) (2021)
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| 17 |
Self-mention in the academic discourse of ELF writers
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In: Topics in Linguistics, Vol 22, Iss 2, Pp 32-46 (2021) (2021)
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| 18 |
Language education from a post-native-speakerist perspective: The case of English as an international language
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In: Russian Journal of Linguistics, Vol 25, Iss 2, Pp 528-545 (2021) (2021)
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Abstract:
Language education has traditionally been based on native-speakerism, which is defined in the present article, by simplifying Hollidays original definition, as a belief in the authority or superiority of native speakers. With the prevalence of native-speakerism, it tends to be taken for granted that non-native speakers should strive to accommodate themselves to native speaker models. However, in todays globalized world, such a conventional attitude is quickly becoming outdated. Above all, a most serious problem with native-speakerism is that it suppresses the freedom of thought and expression as fundamental human rights. Drawing on the case of English as an international language, this study aims to analyze the need for post-native-speakerism (a term attributed to Houghton and Hashimoto) in language teaching, or the need for relativizing native speaker norms for language learners. After illustrating major issues of native-speakerism, three theoretical paradigms for post-native-speakerism in global Englishes are presented, namely EIL (English as an International Language), WE (World Englishes), and ELF (English as a Lingua Franca), along with a prospect for integrating those different frameworks especially for pedagogical purposes. Then, educational objectives are summarized in terms of language skills, followed by the authors own examples of teaching methodologies and actual classroom practices in higher education. Several key concepts for EIL education emerge from these pedagogical efforts, including authenticity and critical literacy. In view of the urge to embrace diversity in the world today, this paper argues that post-native-speakerism is of vital importance as it allows language users to express their true selves in global communication. While many of the discussions in the present article stem from linguacultural and educational situations in Japan, it is assumed that the insights should often be applicable also to other Expanding Circle, or EFL (English as a Foreign Language), countries such as Russia and China.
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Keyword:
eil (english as an international language); language education; P1-1091; Philology. Linguistics; post-native-speakerism; we (world englishes)
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URL: https://doaj.org/article/526bd94794294fc3b9af742b0b13e3c4
https://doi.org/10.22363/2687-0088-2021-25-2-528-545
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| 19 |
ENGLISH INFLECTIONAL ERRORS MADE BY INDONESIAN DEAF PEOPLE IN WRITING COMPOSITION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 117-128 (2021) (2021)
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| 20 |
“THANK YOU, IT REALLY MAKES MY DAY”: COMPLIMENT RESPONSES REVISITED
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 321-331 (2021) (2021)
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