"More Like You": Disrupting Native Speakerism through a Multimodal Online Intercultural Exchange

Autor/in	Schreiber, Brooke R.
Titel	"More Like You": Disrupting Native Speakerism through a Multimodal Online Intercultural Exchange
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 53 (2019) 4, S.1115-1138 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.534
Schlagwörter	Native Speakers; English (Second Language); Second Language Learning; Second Language Instruction; Language Attitudes; Language Variation; Teacher Education Programs; Intercultural Communication; Learning Activities; Masters Programs; Undergraduate Students; Student Attitudes; Computer Mediated Communication; Video Technology; Race; Black Dialects; Metalinguistics; Program Descriptions; Standards; Foreign Countries; Sri Lanka; New York (New York) + Suchen Sie Ihr Suchwort? Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachverhalten; Sprachenvielfalt; Interkulturelle Kommunikation; Lernaktivität; Magister course; Magisterstudiengang; Schülerverhalten; Computerkonferenz; Rasse; Abstammung; Metalanguage; Metasprache; Standard; Ausland; Ceylon
Abstract	Research over the past decades has demonstrated the harmful effects of native speakerism in English language teaching, including how perceptions of native speaker status are deeply intertwined with race and national identity. Recently, scholars have begun to investigate how teacher training programs might push back on native speakerism by providing classroom opportunities for students to challenge their assumptions about native speakers. This article discusses the disruptive potential of an online intercultural learning activity in which MA TESL students in Sri Lanka communicated through digital platforms with undergraduates in New York City. Drawing on data from interviews and students' online writing, this study suggests that, as students shared videos and "linguistic landscape" images and discussed language differences, the MA TESL students confronted linguistic and racial diversity in the United States, recognizing the presence of dialects like African American Vernacular English and drawing on shared English as a second language status to gain confidence in communicating internationally. Ultimately, both groups of students began to question their beliefs about the superiority of inner circle speakers. The article concludes by discussing the benefits of the increased awareness of linguistic variation, considering how this might encourage teachers to move beyond native speaker standards in the classroom, and offering practical suggestions for implementing similar projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01