By Adrian Holliday, Pamela Aboshiha, Anne Swan
The booklet addresses the problem of native-speakerism, an ideology in accordance with the idea that 'native audio system' of English have a distinct declare to the language itself, via severe qualitative stories of the lived reviews of practicing lecturers and scholars in a number situations.
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Additional info for (En)Countering Native-speakerism: Global Perspectives
How meanings regarding English and culture can emerge in unexpected ways is well expressed in Clemente & Higgins’s (2008) ethnography of how students take ownership of English on a Mexican University campus by using it in discussions of postcolonial politics. It is nevertheless the case that both incidents do have particular resonance because they represent the scripts which are present with regard to ‘native speaker’ superiority. Another purpose of the critical incidents was to encourage the participants, along with the researcher, to make connections within a broader social setting and its relationship with a wider social world in which the cultural politics of native-speakerism are evident.
2002. The house of blue mangoes. London: Orion Books. , Wodak, R. and Jones, P. (eds) 2008. Identity, belonging and migration. Liverpool: Liverpool University Press. Gong, Y. and Holliday, A. R. 2013. Cultures of change. In Hyland, K. and Wong, L. (eds), Innovation and change in English language education. London: Routledge: 44–57. Guba, E. G. and Lincoln, Y. S. 2005. Paradigmatic controversies, contradictions, and emerging confluences. In Denzin, N. K. and Lincoln, Y. S. (eds), Handbook of qualitative research.
The participants will have many other pressing things to do than to engage fully with the researcher’s agenda, and may not be able to fathom the researcher’s deeper interests. In their hurried sense-making of what the researcher wants them to do, they will also take into consideration who the researcher is. If she is a member of their profession or one of their teachers they might well imagine that it is the established professional or classroom scripts that she is interested in. This is not a matter of participants ‘telling the truth’ or ‘lying’, but presenting whatever narrative they think appropriate to the event in which they find themselves (Miller 2011).