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Native Speakerism in English Language Teaching: Voices from Poland Marek Kiczkowiak Phd University of York Education February 20

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Native Speakerism in English Language Teaching: Voices from Poland Marek Kiczkowiak Phd University of York Education February 20 Native Speakerism in English Language Teaching: Voices From Poland Marek Kiczkowiak PhD University of York Education February 2018 Abstract In recent decades, a widespread and deeply-rooted bias against ‘non-native speaker’ teachers which exists in English Language Teaching (ELT) has been documented. This prejudice together with the discourses that support and normalise it has been recently described as the ideology of native speakerism. This study examines the presence and the effects of native speakerism on ELT in Poland. It also aims to provide suggestions how the ELT profession can move forward beyond the ideology of native speakerism, towards an English as a Lingua Franca perspective on teaching English. More specifically, a mixed methods research design was used to answer five research questions; namely, (1) how students, teachers and recruiters in private Polish language schools understand the concept of a ‘native speaker’, (2) to what extent they prefer ‘native speaker’ teachers and (3) what the possible reasons for such preference might be, (4) what skills and qualities the three cohorts value highly in effective English teachers, and (5) how important is the teacher’s ‘nativeness’ in comparison. Focus groups, questionnaires and semi-structured interviews were used to gather data on these research questions. Results show that native speakerism is still deeply embedded in ELT in Poland with many participants preferring ‘native speaker’ teachers. Nevertheless, the findings also indicate that the participants are aware of the global nature of English and that they do not see ‘native speakers’ as the only correct models of the English language. In addition, the teacher’s ‘nativeness’ seems to be the least important quality of an effective English teacher according to the three cohorts. Several practical implications of these results for classroom practice, materials writing and teacher training are suggested. 2 Contents Abstract ..................................................................................................................................... 2 List of Tables ............................................................................................................................. 6 List of Figures ........................................................................................................................... 7 Acknowledgments ..................................................................................................................... 8 Declaration ................................................................................................................................ 9 Chapter One: Introduction ....................................................................................... 10 Chapter Two: Literature Review ............................................................................................ 14 2.1 Conceptualising the Native Speaker .................................................................. 15 2.1.1 Native Speaker in Linguistics and Second Language Acquisition ................ 15 2.1.2 Native Speaker in Sociolinguistics ................................................................ 17 2.1.3 Alternative Terms to Native and Non-Native Speaker .................................. 19 2.1.4 Native Speaker and Racism ........................................................................... 21 2.1.5 Are Native and Non-Native Speaker Objective Terms? ............................... 23 2.1.6 To Label or Not to Label: That Is the Question ............................................ 25 2.2 Ideology of Native Speakerism and Discourses Supporting It ......................... 28 2.2.1 Ideology and Discourse as Used in this Thesis ............................................. 28 2.2.2 Ideology of Native Speakerism: What Is It? ................................................. 29 2.2.3 Roots of Native Speakerism: SLA Research ................................................. 31 2.2.4 Discourses Supporting Native Speakerism in ELT ....................................... 32 2.2.4.1 Standard English and Native Speakerism ............................................... 32 2.2.4.2 Native Speaker Fallacy and Native Speakerism ..................................... 34 2.2.4.3 ELT Recruitment Policies and Native Speakerism ................................. 36 2.2.4.4 Native Speakerism in ELT Course Books .............................................. 41 2.3 English as a Lingua Franca: An Alternative to Native Speakerism .................. 43 2.3.1 ELF Research: Questioning the Relevance of Native Speaker Norms ......... 44 2.3.2 Resistance and Uncertainty: Academic Criticism of ELF Research ............. 45 2.3.3 Resistance and Uncertainty: Students’ and Teachers’ Attitudes to ELF ...... 48 2.3.4 Practical Implications of ELF for ELT .......................................................... 52 2.4 Native or Non-native: What Do Students, Teachers and Recruiters Think? .... 57 2.4.1 Native or Non-native Speaker Teacher: Who Is Worth More? ..................... 58 2.4.2 Comparative Fallacy: Fighting Stereotypes With More Stereotypes ............ 62 2.4.3 Recruiters’ Attitudes to Native and Non-Native Speaker Teachers .............. 64 2.4.4 Do Students Prefer Native Speaker Teachers? .............................................. 66 2.4.5 Qualities and Skills of Effective English Teachers ....................................... 69 2.5 Conclusion ......................................................................................................... 72 3 Chapter Three: Investigating Native Speakerism in Poland: A Mixed Methods Study .......... 74 3.1 Philosophical Perspectives Underpinning MMR .............................................. 74 3.1.1 Beliefs in SLA and ELT: Post-positivist and Constructivist Paradigms ....... 75 3.1.2 Reconciling Post-positivism and Constructivism: Pragmatist Paradigm ...... 77 3.2 Research Approach: Definition, Advantages and Justification for MMR ........ 78 3.2.1 Definition of MMR ........................................................................................ 78 3.2.2 Justifying the Use of MMR in this Project .................................................... 79 3.3 Investigating Native Speakerism in Poland: the study proper .......................... 80 3.3.1 Setting the Stage: ELT in Poland .................................................................. 81 3.3.2 Rationale for and Main Aims of the Study .................................................... 83 3.3.3 Sampling Techniques and Sample Sizes ....................................................... 84 3.3.4 Research Design, Tools and Procedures ........................................................ 88 3.3.4.1 Focus Groups .......................................................................................... 89 3.3.4.2 Questionnaires ......................................................................................... 90 3.3.4.3 Semi-Structured Interviews ..................................................................... 92 3.3.5 Pilot Study ..................................................................................................... 92 3.3.6 Data Analysis ................................................................................................. 95 3.3.6.1 Qualitative Data Analysis ....................................................................... 95 3.3.6.2 Quantitative Data Analysis ..................................................................... 96 3.3.6.3 MMR Data Analysis ............................................................................... 96 3.3.7 Ethical Issues ................................................................................................. 97 3.3.8 Limitations of the Study ................................................................................ 98 3.4 Conclusion ......................................................................................................... 99 Chapter Four: Results ................................................................................. 100 4.1 Defining the Native Speaker ........................................................................... 100 4.1.1 Native Speakers and Outer Circle Countries ............................................... 100 4.1.2 Importance of Upbringing and Education ................................................... 102 4.1.3 Parents’ L1 and the Language Used at Home ............................................. 104 4.1.4 Can a Non-Native Speaker Become a Native Speaker? .............................. 106 4.1.5 Bilingual English User Raised in a Non-English-Speaking Country .......... 108 4.2 Attitudes to and Perceptions of Native and Non-Native Speaker Teachers .... 111 4.2.1 Teachers’, Students’ and Recruiters’ Preference for Native Speakers ........ 111 4.2.2 Students’ Choice of Language School ......................................................... 122 4.2.3 Teachers’ Attitudes to Working with Native and Non-Native Speakers ..... 124 4.2.4 Recruiters’ Preference for Hiring Native Speaker Teachers ....................... 127 4.3 Reasons for Preference for Native Speaker Teachers ..................................... 131 4.3.1 Use of English and Students’ L1 in Class ................................................... 131 4 4.3.2 Learning English from Native and Non-Native Speaker Teachers ............. 137 4.3.3 Global Nature of the English Language ...................................................... 143 4.3.4 Native-Like
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