Native-speakerism and ‘hidden curricula’ in ELT training

a duoethnography

Authors

  • Robert J. Lowe Tokyo Kasei University
  • Luke Lawrence Yokohama City University

DOI:

https://doi.org/10.1558/jld.36409

Keywords:

native-speakerism, hidden curriculum, ELT training, duoethnography

Abstract

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

Author Biographies

Robert J. Lowe, Tokyo Kasei University

Robert J. Lowe is a lecturer in the Department of English Communication, Tokyo Kasei University. He holds a PhD in applied

Luke Lawrence, Yokohama City University

Luke Lawrence has been teaching English in Japan since 2002. As well as teaching full time at Yokohama City University he is also currently a PhD candidate at the University of Stirling. His research interests revolve around teacher identity and social issues in ELT, especially ideas around native-speakerism.

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Published

2018-12-04

How to Cite

Lowe, R. J., & Lawrence, L. (2018). Native-speakerism and ‘hidden curricula’ in ELT training: a duoethnography. Journal of Language and Discrimination, 2(2), 162–187. https://doi.org/10.1558/jld.36409

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Articles