{"title":"Discourses of Chinese ELT Stakeholders on Native Speakerism","authors":"Junshuan Liu","doi":"10.1515/CJAL-2022-0205","DOIUrl":null,"url":null,"abstract":"Abstract This paper reports on part of the findings of a large-scale study exploring the viewpoints of Chinese ELT stakeholders (students, teachers and administrators) on native speakerism in order to find out whether current EFL education in China is still affected by this chauvinistic ideology. The analysis of data via a critical lens reveals that the vast majority of the participants conferred upon NS products (teacher, language, culture and teaching methodology) a status superior to that granted to the NNS counterparts and failed to see linguacultural and epistemological inequalities between the English speaking West and traditional NNS countries, inter alia, China. These findings suggest that the three participant groups as an entirety succumb to native speakerism, and by extension that ELT in China is still haunted to a great degree by this ideology. Given that this study treats each participant group separately, future studies are expected to explore inter-group interactions in ideology.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"224 - 242"},"PeriodicalIF":1.0000,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chinese Journal of Applied Linguistics","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1515/CJAL-2022-0205","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
Abstract This paper reports on part of the findings of a large-scale study exploring the viewpoints of Chinese ELT stakeholders (students, teachers and administrators) on native speakerism in order to find out whether current EFL education in China is still affected by this chauvinistic ideology. The analysis of data via a critical lens reveals that the vast majority of the participants conferred upon NS products (teacher, language, culture and teaching methodology) a status superior to that granted to the NNS counterparts and failed to see linguacultural and epistemological inequalities between the English speaking West and traditional NNS countries, inter alia, China. These findings suggest that the three participant groups as an entirety succumb to native speakerism, and by extension that ELT in China is still haunted to a great degree by this ideology. Given that this study treats each participant group separately, future studies are expected to explore inter-group interactions in ideology.
期刊介绍：
The Chinese Journal of Applied Linguistics (CJAL) (formerly known as Teaching English in China – CELEA Journal) was created in 1978 as a newsletter by the British Council, Beijing. It is the affiliated journal of the China English Language Education Association (founded in 1981 and now the Chinese affiliate of AILA [International Association of Applied Linguistics]). The Chinese Journal of Applied Linguistics is the only English language teaching (ELT) journal in China that is published in English, serving as a window to Chinese reform on ELT for professionals in China and around the world. The journal is internationally focused, fully refereed, and its articles address a wide variety of topics in Chinese applied linguistics which include – but also reach beyond – the topics of language education and second language acquisition.
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