excitELT: Teaching English in global contexts

Summary

The speaker discusses the problematic nature of the 'native' vs. 'non-native' teacher labels in English Language Teaching (ELT). While these terms are rooted in ideologies and biases, they shape various aspects of teaching, from professional identity to hiring practices. The talk urges a reevaluation of these labels, advocating for a more inclusive and egalitarian approach to ELT. Despite these labels persisting, the speaker emphasizes the importance of understanding their consequences and calls for educators to move beyond these constructs to foster a more inclusive future.

Takeaways

• 😀 Labels like 'native' and 'non-native' in ELT are ideologically constructed and carry significant values and biases.
• 😀 These labels shape teachers' professional identities and influence perceptions in various areas, including theory, materials, and assessment.
• 😀 Using these labels without considering their consequences can perpetuate inequities and hinder inclusivity within the ELT profession.
• 😀 There is a need to rethink and reconsider the use of 'native' and 'non-native' labels to create a more inclusive, egalitarian ELT environment.
• 😀 The 'native vs. non-native' dichotomy creates a false binary that does not account for the complexity of linguistic identity.
• 😀 The ongoing advocacy and research efforts in ELT should focus on deconstructing these labels and moving towards a more holistic approach.
• 😀 Labels can have destructive influences on hiring practices, workplace culture, and professional development in ELT.
• 😀 Teachers, as well as researchers, must be aware of the ideological underpinnings of these labels and question their continued relevance.
• 😀 Despite the entrenched use of these labels, there is hope for a future where such distinctions are no longer central to the profession.
• 😀 Educators can contribute to overcoming the limitations of these labels by being informed and advocating for change within their institutions and communities.
• 😀 In the future, we should aim to eliminate the fixation on 'native' and 'non-native' labels, focusing instead on the expertise and qualifications of the individual educator.

Q & A

What is the primary focus of the speaker's presentation?

The speaker discusses the impact of labels such as 'native' and 'non-native' in English Language Teaching (ELT), exploring how these terms shape professional identities and practices. They call for deconstructing and reevaluating these labels to promote inclusivity and a more egalitarian future in the profession.

Why are the terms 'native' and 'non-native' problematic in ELT?

These terms are ideologically loaded and are used to categorize teachers in ways that can reinforce biases and exclude certain individuals. They shape perceptions about teachers' professionalism and can influence hiring, assessment, and other practices in detrimental ways.

What are the positive aspects of using labels like 'native' and 'non-native'?

Labels can help identify and address specific issues in ELT, particularly in advocacy efforts where these terms can help highlight biases and misconceptions. They can be a starting point for discussions about professional standards and inclusion.

What is the 'double-edged sword' the speaker refers to?

The 'double-edged sword' refers to the fact that while labels like 'native' and 'non-native' can serve to expose problems and help in advocacy, they also perpetuate damaging ideologies and create divides within the profession, making them both useful and harmful.

What is the main argument the speaker makes regarding language teachers and labels?

The speaker argues that while labels like 'native' and 'non-native' have been used for a long time, they should be critically examined and reconsidered. Teachers should be aware of their implications and seek to move beyond them for a more inclusive and egalitarian profession.

How do these labels affect various aspects of the ELT enterprise?

The labels influence key areas such as second language acquisition theory, teaching materials, assessment, hiring practices, and workplace dynamics. They reinforce ideologies that can shape how teachers are perceived and treated.

What is the speaker's call to action regarding the use of labels?

The speaker urges educators to critically evaluate the consequences of using labels like 'native' and 'non-native.' They encourage a shift away from these labels, arguing that they are not only outdated but also counterproductive in fostering an inclusive teaching environment.

What is the significance of the phrase 'labels are for jars, not people'?

The phrase emphasizes that labels should not define human beings or their professional roles. It highlights the idea that categorizing teachers based on arbitrary labels is limiting and reductive, and should be replaced by more nuanced and inclusive approaches.

What is the speaker's view on the future of ELT and labels?

The speaker is optimistic that a more egalitarian future for ELT is possible. While labels will likely persist in some form, there is hope that they can be deconstructed, redefined, and used in more meaningful ways to support inclusive and fair practices.

What did the speaker suggest about the persistence of labels in the future?

The speaker acknowledges that labels like 'native' and 'non-native' are unlikely to disappear soon but suggests that educators can still engage with these terms critically. By understanding their implications, teachers can work toward minimizing their negative impact on the profession.