Alan Davies: Ostensive Views, Other Views and Native Speakerism, and the Implications of the Latter for English Language Teaching

Autor/in	Chaka, Chaka
Titel	Alan Davies: Ostensive Views, Other Views and Native Speakerism, and the Implications of the Latter for English Language Teaching
Quelle	In: Advances in Language and Literary Studies, 12 (2021) 6, S.79-86 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Native Speakers; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Applied Linguistics; Educational Philosophy; Epistemology; College Faculty; Language Research; Language Attitudes; Teacher Attitudes; Language Variation; Foreign Countries; Postcolonialism; United States; United Kingdom + Suchen Sie Ihr Suchwort? Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Linguistics; Linguistik; Angewandte Linguistik; Bildungsphilosophie; Erziehungsphilosophie; Erkenntnistheorie; Fakultät; Sprachforschung; Sprachverhalten; Lehrerverhalten; Sprachenvielfalt; Ausland; Post colonialism; Postkolonialismus; USA; Großbritannien
Abstract	This paper sets out to answer two questions by characterizing and deconstructing Alan Davies's seminal views and concepts -- especially his ostensive views and his native speakerism -- within the context of applied linguistics. Arguing that these are some of Davies's seminal views and concepts, it offers a philosophical framing of his ostensive views and his other views by maintaining that they entail elements of philosophizing and fragments of the postmodern turn in the manner in which they are articulated in relation to applied linguistics. The paper also argues that Davies's views of native speakerism are constructed within a classical binary perspective and, thus, can be construed to be fostering othering non-native speakers. In addition, it situates native speakerism within de-coloniality, epistemic break and de-linking, arguing that a decolonial framework lends itself well to critiquing native speakerism. On this basis, it contends that there is a need to reconceptualize the notion of native speakerism that resonates with a decolonial perspective. Lastly, the paper offers implications de-coloniality has for ELT. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01