This book introduces the concept of the 'native speaker' frame: a
perceptual filter within English Language Teaching (ELT) which
views the linguistic and cultural norms and the educational
technology of the anglophone West as being normative, while the
norms and practices of non-Western countries are viewed as
deficient. Based on a rich source of ethnographic data, and
employing a frame analysis approach, it investigates the ways in
which this 'native-speaker' framing influenced the construction and
operation of a Japanese university EFL program. While the program
appeared to be free of explicit expressions of native-speakerism,
such as discrimination against teachers, this study found that the
practices of the program were underpinned by implicitly
native-speakerist assumptions based on the stereotyping of Japanese
students and the Japanese education system. The book provides a new
perspective on debates around native-speakerism by examining how
the dominant framing of a program may still be influenced by the
ideology, even in cases where overt signs of native-speakerism
appear to be absent.
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