TY - BOOK ID - 65157453 TI - Uncovering Ideology in English Language Teaching : Identifying the 'Native Speaker' Frame PY - 2020 SN - 3030462315 3030462307 PB - Cham : Springer International Publishing : Imprint: Springer, DB - UniCat KW - English language KW - Study and teaching KW - Foreign speakers. KW - EFL (Language study) KW - English as a foreign language KW - English as a second language KW - English to speakers of other languages KW - ESL (Language study) KW - ESOL (Language study) KW - Teaching English as a second language KW - TEFL (Language study) KW - TESL (Language study) KW - Foreign students KW - Language and languages—Study and teaching. KW - Educational policy. KW - Education and state. KW - Learning. KW - Instruction. KW - Higher education. KW - Language Teaching. KW - Language Education. KW - Educational Policy and Politics. KW - Learning & Instruction. KW - Higher Education. KW - College students KW - Higher education KW - Postsecondary education KW - Universities and colleges KW - Learning process KW - Comprehension KW - Education KW - Education policy KW - Educational policy KW - State and education KW - Social policy KW - Endowment of research KW - Government policy UR - https://www.unicat.be/uniCat?func=search&query=sysid:65157453 AB - 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. ER -