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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Native-speakerism in ELT: A Survey of the Attitudes of Students and Teachers in China
Author(s)
LIU Jun-shuan
Full-Text PDF
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DOI:10.17265/2159-5836/2018.10.006
Affiliation(s)
Hebei University of Science & Technology, Shijiazhuang, Hebei, China
ABSTRACT
This article reports part of the findings of an investigation into the attitudes of Chinese English as a foreign language (EFL) education students and teachers toward Native-speakerism. Data were collected through two sets of questionnaires from 976 students and 146 teachers engaged in College English (CE) programs at six Chinese universities. The analysis of data reveals that the participants as an entirety: (a) endorse native speaker (NS) teachers, NS English and pronunciation; (b) anticipate the localization of teaching approaches emanating from the English speaking West; and (c) expect English textbooks multicultural in content. It was also found that teachers are more supportive of NS teachers and NS English while Inner Circle (Kachru, 1985) teaching approaches and multicultural textbooks are more popular with students. All these findings indicate the persistence of Native-speakerism in China’s EFL education as well as the ideological resistance from Chinese EFL education stakeholders.
KEYWORDS
Native-speakerism, attitude, EFL education, China, students, teachers
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References
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Wang, Y. (2013). Non-conformity to ENL norms: a perspective from Chinese English users. Journal of English as a Lingua Franca, 2(2), 255-282.
Wei, R., & Su, J. (2012). The statistics of English in China. English Today, 28(03), 10-14.
Wen, Q. (2012). Teaching English as an international language in mainland China. In A. Kirkpatrick and R. Sussex (Eds.), English as an international language in Asia: Implications for language education (pp. 79-93). New York: Springer.
Zhang, B., & Ma, L. (2004). An investigation of the cultural content of college-English course books foreign language world. [Wai Yu Jie], 105(4), 60-66.
Braine, G. (2010). Non-native-speaker English teachers. Wiley Online Library.
Bryman, A. (2012). Social research methods (4th ed.). Oxford: Oxford University Press.
Chang, M. (2011). EFL teachers’ attitudes toward communicative language teaching in Taiwanese college. Asian EFL Journal, 53(1), 17-34.
Chinh, N. D. (2013). Cultural diversity in English language teaching: Learners’ voices. English Language Teaching, 6(4), 1-7.
Choi, L. J. (2016). Revisiting the issue of native speakerism: “I don’t want to speak like a native speaker of English”. Language and Education, 30(1), 72-85.
Fairclough, N. (2013). Critical discourse analysis: The critical study of language. London: Routledge.
Foucault, M. (1984). The Foucault reader. New York: Pantheon.
Gong, Y., & Holliday, A. (2013). Cultures of change: Appropriate cultural content in Chinese school textbooks. In K. Hyland and L. L. C. Wong (Eds.), Innovation and change in English language education (pp. 44-57). New York: Routledge.
He, D., & Miller, L. (2011). English teacher preference: The case of China’s non-English-major students. World Englishes, 30(3), 428-443.
He, D., & Zhang, Q. (2010). Native speaker norms and China English: From the perspective of learners and teachers in China. TESOL Quarterly, 44(4), 769-789.
Hiep, P. H. (2007). Communicative language teaching: Unity within diversity. ELT Journal, 61(3), 193-201.
Holliday, A. (2005). The struggle to teach English as an international language. Cambridge: Cambridge University Press.
Hu, G., & McKay, S. L. (2012). English language education in East Asia: Some recent developments. Journal of Multilingual and Multicultural Development, 33(4), 345-362.
Hu, X. (2004). Why China English should stand alongside British, American, and the other “world Englishes”. English Today, 20(2), 26-33.
Hu, X. (2005). China English, at home and in the world. English Today, 21(3), 27-38.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and identity. Oxford: Oxford University Press.
Jenkins, J. (2012). English as a Lingua Franca from the classroom to the classroom. ELT Journal, 66(4), 486-494.
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk and H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literature (pp. 10-30). Cambridge: Cambridge University Press.
Kirkpatrick, A., & Xu, Z. (2002). Chinese pragmatic norms and “China English”. World Englishes, 21(2), 269-279.
Kumaravadivelu, B. (2016). The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, 50(1), 66-85.
Liu, Y., Zhang, J. L., & May, S. (2015). Research on textbook culture based on the corpus of national planned College English textbooks. Foreign Language World [Yai Yu Jie], (6), 85-93.
Ma, L. P. F. (2012). Advantages and disadvantages of native- and nonnative-English-speaking teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), 280-305.
Matsuda, A. (2006). Negotiating ELT assumptions in EIL classrooms. In J. Edge (Ed.), (Re-)locating TESOL in an Age of Empire (pp. 158-170). Basingstoke: Palgrave Macmillan.
Matsuda, A. (2012). Principles and practices of teaching English as an international language. New perspectives on language and education. Bristol: Multilingual Matters.
MOE. (2007). Daxue yingyu kecheng jiaoxue yaoqiu [English curriculum requirements for institutions of higher learning]. Beijing: Ministry of Education.
MOE. (2011). Yingyu kecheng biaozhun [English curriculum standard]. Beijing: Ministry of Education.
Pan, L., & Seargeant, P. (2012). Is English a threat to Chinese language and culture? English Today, 28(03), 60-66.
Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
Phan, L. H. (2008). Teaching English as an international language: Identity, resistance and negotiation. Clevedon: Multilingual Matters.
Rafieyan, V., Eng, L. S., & Mohamed, A. R. (2013). Language learners’ attitudes towards the incorporation of target language culture into foreign language instructions. International Journal of Linguistics, 5(4), 169-177.
Rao, Z. (2002). Chinese students’ perceptions of communicative and non-communicative activities in EFL classroom. System, 30(1), 85-105.
SAOFEA. (2015). Waiguo zhuanjia laihua gongzuo xuke fuwu zhinan [Work permit service guidance for foreign experts to work in China]. Beijing: Chinese National Foreign Expert Bureau.
Saraceni, M. (2015). World Englishes: A critical analysis. London: Bloomsbury Academic.
Scales, J., Wennerstrom, A., Richard, D., & Wu, S. H. (2006). Language learners’ perceptions of accent. TESOL Quarterly, 40(4), 715-738.
Seargeant, P. (2012). Exploring world Englishes: Language in a global context. London: Routledge.
Timmis, I. (2002). Native-speaker norms and international English: A classroom view. ELT Journal, 56(3), 240-249.
van Dijk, T. A. (2008). Discourse and power. New York: Palgrave Macmillan.
Wang, Y. (2013). Non-conformity to ENL norms: a perspective from Chinese English users. Journal of English as a Lingua Franca, 2(2), 255-282.
Wei, R., & Su, J. (2012). The statistics of English in China. English Today, 28(03), 10-14.
Wen, Q. (2012). Teaching English as an international language in mainland China. In A. Kirkpatrick and R. Sussex (Eds.), English as an international language in Asia: Implications for language education (pp. 79-93). New York: Springer.
Zhang, B., & Ma, L. (2004). An investigation of the cultural content of college-English course books foreign language world. [Wai Yu Jie], 105(4), 60-66.