Negotiating learner autonomy in a native-speakerized nation
Head, E. and Tsurii, C. 2021. Negotiating learner autonomy in a native-speakerized nation.
|Authors||Head, E. and Tsurii, C.|
Starting from the idea that Japan is a “native-speakerized nation”, we draw on Lowe’s analysis of the “native speaker frame” to explore ways in which we can challenge aspects of the native speaker mindset (Lowe 2020, p. 32-3) which we encounter in Japanese universities. In particular, we will share stories and reflections on our interventions which aim to challenge the sense of “non-western methodological and educational inferiority” or “cultural deficiency among students”, mentioned by Lowe. We suggest that the idea of “small cultures” (Holliday 2021) may offer a way in to more equitable and nuanced understanding of language choice and power in the classroom.
We will engage with questions such as when to intervene in students’ language choice? How aware are students of global Englishes? Should we try to influence students’ ideas about language and learning languages? What can help us to do those things in a less triggered, more autonomy-friendly way?
Lowe, R. (2020). Exploring “native speaker” framing in eikaiwa. In D. Hooper, & N .Hashimoto (Eds), Teacher Narratives from the Eikaiwa Classroom: Moving Beyond “McEnglish”, Hong Kong: Candlin & Mynard (pp. 32-40).
Holliday, A. (2021). Putting Aside Essentialist Grand Narratives to Find Decentred Intercultural Threads. Open lectures from the Global Education Center, Tokyo Kasei University, Online presentation January 15 2021
|Keywords||Native-speakerism; Autonomy; Small culture; Multilingual space; Self-access; Duoethnography; Language learning spaces|
|Conference||Learner Development SIG Forums, at PanSIG, 2021, Online ZOOM Session, May 15, 2021|
|Publication process dates|
|Deposited||19 May 2021|
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