Part I Individual Teacher-Researcher Narratives related to Workplace Experience and Language-Based Inclusion/Exclusion.- 1 Overcoming institutional native-speakerism: The experience of one teacher.- 2 Native-Speakerism in Japanese junior high schools: A stratified look into teacher narratives.- 3 "They were American but shy!": Japanese university students' encounter with local students in Hawai'i.- Part II Japanese Native-Speakerism in Teaching Japanese as a Foreign Language.- 4 "Mother Tongue Speakers" or "Native Speakers"?: Assumptions surrounding the teaching of Japanese as a foreign language in Japan.- 5 Native-Speakerism perceived by "Non-Native-Speaking" Teachers of Japanese in Hong Kong.- 6 Japanese native speaker teachers at high schools in South Korea and Thailand.- 7 Japanese native speakers' perceptions of non-native speakers: Communication between Japanese medical professionals and economic partnership agreement (EPA) nurse trainees.- Part III Post-Native-Speakerism: Multilingual perspectives and globalisation.- 8 A multilingual paradigm in language education: What it means for language teachers.- 9 Going Beyond Native-Speakerism: Theory and practice from an international perspective.- 10 Jumping Scale in the World-System with English as a Lingua Franca: Branding, post-native-speakerism, and the meaning of "A Singapore".- Part IV Post-Native-Speakerism in English Language Education.- 11 The Persistence of Native Speakerism in Japanese Senior High School Curriculum Reform: Team teaching in the "English in English" initiative.- 12 Pedagogy for the Post-Native-Speakerist Teacher of English.- 13 The Integration of ELF and Social Networking into ELT: An ethnographic survey.
Stephanie Ann Houghton PhD is an Associate Professor of
Intercultural Communication at Saga University in Japan. She has
published multiple academic books and articles in peer-reviewed
international journals. She is co-editor of the book series
Intercultural Communication and Language Education (Springer) with
Melina Porto. Centring on the development of intercultural
communicative competence, her main research areas include
intercultural dialogue, native-speakerism and citizenship
education. Her publications include (forthcoming) Beyond
Native-Speakerism: Current Explorations and Future Visions,
co-authored with D.J. Rivers and Kayoko Hashimoto (Routledge).
Kayoko Hashimoto is a Lecturer at the School of Languages and
Cultures, The University of Queensland in Australia. Her main
research areas are language policies and Japan’s educational
policies. Her publications include (forthcoming) Beyond
Native-Speakerism: Current Explorations and Future
Visions,co-authored with S.A. Houghton and D.J. Rivers, Routledge;
and “The Japanisation of English language education: promotion of
the national language within foreign language policy” in Language
polices in education: Critical issues, Second edition edited by J.
W. Tollefson (2013). She has been the Language and Education
Thematic & Review editor for Asian Studies Review since 2013.
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