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Language education from a post-native-speakerist perspective: The case of English as an international language

Russian journal of linguistics, 2021-12, Vol.25 (2), p.528-545 [Peer Reviewed Journal]

ISSN: 2687-0088 ;EISSN: 2686-8024 ;DOI: 10.22363/2687-0088-2021-25-2-528-545

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  • Title:
    Language education from a post-native-speakerist perspective: The case of English as an international language
  • Author: Hino, Nobuyuki
  • Subjects: eil (english as an international language) ; language education ; post-native-speakerism ; we (world englishes)
  • Is Part Of: Russian journal of linguistics, 2021-12, Vol.25 (2), p.528-545
  • Description: 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 However, in todays globalized world, such a conventional attitude is quickly becoming outdated.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.
  • Publisher: Peoples’ Friendship University of Russia (RUDN University)
  • Language: English
  • Identifier: ISSN: 2687-0088
    EISSN: 2686-8024
    DOI: 10.22363/2687-0088-2021-25-2-528-545
  • Source: DOAJ Directory of Open Access Journals
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