The concept of native-speakerism

Native-speakerism refers to a form of discrimination or bias that favors native speakers of a particular language over non-native speakers. It is a term commonly used in the context of language teaching and learning, but it can also extend to other areas where language skills are relevant, such as employment, immigration, or social interactions.

Native-speakerism assumes that native speakers of a language possess superior language skills, cultural knowledge, and communication abilities compared to non-native speakers. This bias can lead to various forms of discrimination, including:

1. Employment discrimination: Non-native speakers may face barriers when seeking employment, promotions, or equal opportunities in industries where language proficiency is considered crucial. Employers may prioritize native speakers, assuming that they possess better communication skills.

2. Language teaching: Native-speakerism can impact the field of language teaching, where native speakers are often seen as the ideal language instructors. Non-native speakers may face challenges in finding teaching positions or may be relegated to teaching non-native speakers of the language, despite their proficiency and qualifications.

3. Stereotyping and bias: Native-speakerism can perpetuate stereotypes and biases against non-native speakers. Non-native speakers may be seen as less intelligent, less proficient, or less knowledgeable about the culture associated with the language they are learning.

4. Language policies and immigration: Some language policies or immigration regulations may prioritize native speakers or native-like proficiency in order to grant certain privileges or opportunities. This can create barriers for non-native speakers who may be equally capable or qualified.

It is important to challenge native-speakerism and recognize the value and expertise that non-native speakers bring to language learning, teaching, and other areas. Language proficiency should be assessed based on an individual's actual skills and abilities rather than their native or non-native status.

 Native-speakerism is an ideology that has wide-ranging impact on how teachers are perceived by each other and by their students. It falsely positions teachers as either "native speakers" or "non-native speakers," creating a hierarchy where "native speakers" are seen as culturally superior and "non-native speakers" as inferior.

This ideology is pervasive within English Language Teaching (ELT) and is characterized by the belief that "native-speaker" teachers represent a "Western culture" from which the ideals of the English language and teaching methodology originate.

It is seen as a chauvinistic and discriminatory practice that ignores the dynamic nature of language and the impact of time, people, and places on language use.

The concept of native-speakerism has been a subject of discussion and critique in the field of ELT, with scholars highlighting the political inequalities and negative labeling associated with it. It is argued that this ideology perpetuates stereotypes and restricts the recognition and value of other "non-native speaker" cultures.

The British Council emphasizes that while "native speakers" may possess an intuitive understanding of the language, it is important to recognize the diversity and contributions of "non-native speakers" in language teaching.

Efforts have been made to address and challenge native-speakerism in ELT. Educators and organizations advocate for inclusive and equitable practices that value the expertise and contributions of all teachers, regardless of their native language background. The focus is on promoting diversity, intercultural understanding, and recognizing the strengths and experiences that "non-native speaker" teachers bring to the classroom.

In conclusion, native-speakerism is an ideology that perpetuates a hierarchy between "native speakers" and "non-native speakers" in the field of language teaching. It is seen as discriminatory and limiting, and efforts are being made to challenge and address this ideology in order to promote inclusivity and diversity in language education.