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Abstract
Native-Speakerism is an ideology that focuses on the belief that the best model and teacher in foreign language learning (specifically English) are native speakers of that language. In the context of English Language Teaching (ELT); the native speaker of English are considered more capable of representing western culture appropriately in accordance with their social and cultural contexts (Holliday 2005: 6). This ideology explicitly shows the phenomenon of linguistic imperialism and inequality in ELT. In Teaching English as a Foreign Language (TEAFL); the phenomenon of Native-Speakerism is still debatable. A number of Indonesian-English teachers and learners realize the importance of learning English in the western context, but others do not rule out the possibility of learning English in a non-western context. Referring to this dualism, this article discusses the way in which Indonesian non-native English learners view the ideology of Native-Speakerism. This study uses a qualitative method to collect the data. Focus Group Discussion with 60 Non-Native English Learners were conducted to find out the learners' perceptions of Native-Speakerism. The informants are the native Indonesian students from a number of the English departments (such as, English Literature, English Language and Culture, or English education) from several private universities in Jakarta. This article shows that the native-speakerism ideology developed in the context of TEAFL. Non-native English Speaking Teachers and Native English Speaking Lecturers have equal opportunities in TEAFL because teaching is not only measured by the teacher's linguistic and contextual abilities but also the ability to manage the class accurately and precisely. This research is expected to be beneficial for the development of English language learning in Indonesia. In addition, the results of this study are expected to encourage the development of appropriate English learning methods in Indonesia.
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References
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Barratt, L., & Contra, E. (2000). Native English-speaking teachers in cultures other than their own. TESOL Matters, 10(2), 18-19.
Bulter, Y.C.(2007). How are non-native English-Speaking teachers perceived by young learner? TESOL Quarterly, 41, 731-755.
Clark E., & Paran A. (2007). The employability of non-native-speaker teachers of EFL: a UK survey. System, 35(4), 407-430.
Fairclough, N. (1995). Critical discourse analysis: The critical study of language. London: Addison Wesley Longman.
Holliday A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
Holliday, A. (2006). Native-Speakerism. ELT Journal, 60(4), 385–387.
Kubota, R. (2001). Discursive construction of the images of US classrooms. TESOL Quarterly, 35(1), 9-37.
Mahboob, A. (2004). Native or nonnative: What do students enrolled in an Intensive English Program think? In L.Kamhi-Stein (Ed.), Learning and teaching from experience” Perspectives on nonnative English-speaking professionals. Ann Arbor: University of Michigan Press.
Medgyes, P. (1994). The non-native teacher. London: Macmillan publisher.
Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman
Pennycook, A. (2002). Development, culture and language: ethical concerns in a postcolonial world. Proceedings of the 4th International Conference on Language and Development. from http://www.languages.ait.ac.th/hanoi/pennycook.htm
Ryan, P.M. (1998). Cultural knowledge and foreign language teachers: A case study of a native speaker of English and a native speaker of Spanish. Language, Culture, and Curriculum, 11(2), 135-150.
Wu, K. H., & Ke, C. (2009). Haunting native speakerism? Students' perceptions toward native speaking English teachers in Taiwan. English Language Teaching, 2(3), 44-52.
References
Bulter, Y.C.(2007). How are non-native English-Speaking teachers perceived by young learner? TESOL Quarterly, 41, 731-755.
Clark E., & Paran A. (2007). The employability of non-native-speaker teachers of EFL: a UK survey. System, 35(4), 407-430.
Fairclough, N. (1995). Critical discourse analysis: The critical study of language. London: Addison Wesley Longman.
Holliday A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
Holliday, A. (2006). Native-Speakerism. ELT Journal, 60(4), 385–387.
Kubota, R. (2001). Discursive construction of the images of US classrooms. TESOL Quarterly, 35(1), 9-37.
Mahboob, A. (2004). Native or nonnative: What do students enrolled in an Intensive English Program think? In L.Kamhi-Stein (Ed.), Learning and teaching from experience” Perspectives on nonnative English-speaking professionals. Ann Arbor: University of Michigan Press.
Medgyes, P. (1994). The non-native teacher. London: Macmillan publisher.
Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman
Pennycook, A. (2002). Development, culture and language: ethical concerns in a postcolonial world. Proceedings of the 4th International Conference on Language and Development. from http://www.languages.ait.ac.th/hanoi/pennycook.htm
Ryan, P.M. (1998). Cultural knowledge and foreign language teachers: A case study of a native speaker of English and a native speaker of Spanish. Language, Culture, and Curriculum, 11(2), 135-150.
Wu, K. H., & Ke, C. (2009). Haunting native speakerism? Students' perceptions toward native speaking English teachers in Taiwan. English Language Teaching, 2(3), 44-52.