{"title":"Ownership of English: Insights from Australian Tertiary Education Contexts","authors":"Hyejeong Ahn, S. Ohki, Y. Slaughter","doi":"10.1080/1358684X.2023.2212365","DOIUrl":null,"url":null,"abstract":"ABSTRACT This study investigates the perception of English ownership among multilingual students in Australian universities. Using qualitative interviews, it explores ownership through four aspects: expertise, inheritance, usage, and identification. The findings suggest that linguistic ownership is tied to language proficiency and self-identification as an expert. Despite students' confidence in English use, being labelled as 'non-native' speakers hinders their sense of ownership. The research highlights ongoing issues related to English ownership, the validity of its variations, and the pervasive influence of the 'native speaker' concept despite efforts to dismantle it. This is largely due to students' experiences with educators who are viewed as guardians of a more 'legitimate' English. The study recommends educators foster awareness of diverse English uses and avoid reinforcing native-speakerism ideologies.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Changing English-Studies in Culture and Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1358684X.2023.2212365","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT This study investigates the perception of English ownership among multilingual students in Australian universities. Using qualitative interviews, it explores ownership through four aspects: expertise, inheritance, usage, and identification. The findings suggest that linguistic ownership is tied to language proficiency and self-identification as an expert. Despite students' confidence in English use, being labelled as 'non-native' speakers hinders their sense of ownership. The research highlights ongoing issues related to English ownership, the validity of its variations, and the pervasive influence of the 'native speaker' concept despite efforts to dismantle it. This is largely due to students' experiences with educators who are viewed as guardians of a more 'legitimate' English. The study recommends educators foster awareness of diverse English uses and avoid reinforcing native-speakerism ideologies.