https://youtu.be/maf5WQzE__U?si=DO4Sc629u5ZO9ip-

Native speakerism is an ideology that positions native speakers of a language as the ideal or superior models for language competence. It holds the belief that native speakers have inherent linguistic skills and pedagogical advantages, especially in the context of language teaching. Consequently, non-native speakers, regardless of their competence, are often viewed as less qualified or less authentic, especially in contexts like language instruction.

Characteristics of Native Speakerism:

  1. Idealization of Native Speaker Competence: This perspective views the native speaker as possessing an innate and complete grasp of the language, including its nuances, cultural contexts, and idiomatic expressions.
  2. Bias in Language Teaching: In the ESL/EFL (English as a Second Language/English as a Foreign Language) industry, native speakerism often translates into preferential hiring of native English speakers over non-native speakers, even if the latter have higher qualifications or better teaching skills.
  3. Generalizations and Stereotypes: Native speakerism can lead to generalizations about both native and non-native speakers, perpetuating stereotypes and overlooking the diversity and competence of individual teachers.

Relevance to Second Language Acquisition (SLA):

  1. Influence on Teaching Materials: Textbooks and instructional materials might be designed with the assumption that the native speaker's version of a language is the most authentic and desirable. This can limit exposure to different varieties of the language.
  2. Impact on Learner Motivation and Identity: Constant comparison to native speaker norms might demotivate learners or make them feel inadequate. It could also influence their identity as language users, making them feel perpetually "othered" or inferior.
  3. Neglect of World Englishes: Native speakerism can sideline the legitimacy and importance of World Englishes (varieties of English spoken globally, often influenced by local languages and cultures). Given that English is used as a lingua franca between speakers of various linguistic backgrounds, understanding and valuing these varieties is crucial.
  4. Teacher Confidence and Authority: Non-native language teachers might feel less confident or authoritative due to the biases of native speakerism. This could impact their teaching efficacy.
  5. Realistic Language Models: While native speakers can offer valuable insights into cultural and idiomatic aspects of language, non-native speakers can serve as realistic models of successful language acquisition, highlighting that it's possible to achieve high proficiency and even mastery without being a native speaker.
  6. Pedagogical Skills vs. Native Speaker Status: Effective language teaching requires a mix of linguistic competence and pedagogical skills. Native speakerism can overshadow the importance of teaching skills, leading to an undue emphasis on a teacher's native language status.
  7. Economic and Market Influences: The demand for native speakers, especially in the EFL market, is often driven by commercial and economic factors rather than evidence-based pedagogical reasons. Language schools might promote native speakers as teachers to attract students, perpetuating the ideology.

While native speakers bring valuable perspectives and insights, it's essential to challenge and critically examine the biases of native speakerism in the context of SLA. Recognizing the strengths and expertise that both native and non-native speakers bring to the table can lead to more inclusive, effective, and nuanced approaches to language teaching and learning. Compare native speakerism with

Interlanguage