The construct and effects of the native speaker fallacy in the U.S. University Japanese language program Shinsuke Tsuchiya The Ohio State University Ph.D. student in Japanese Pedagogy Department of East Asian Languages and Literatures
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The construct and effects of
the native speaker fallacy in the U.S. University Japanese language
program
Shinsuke Tsuchiya The Ohio State University
Ph.D. student in Japanese Pedagogy Department of East Asian Languages and Literatures
Acknowledgements
• Dr. Keiko Samimy from the Education Department at OSU.
• Drs. Charles Quinn, Noda, and Karen Curtin from the Department of East Asian Languages and Literatures at OSU.
• Students and teachers of Japanese
The Native Speaker Fallacy (Phillipson, 1992)
Research Questions
1. Does the native speaker fallacy exist in Japanese programs in the U.S.?
2. What is the definition of a native speaker?
3. Are nonnative teachers of Japanese negatively affected by the native speaker fallacy?
4. What are some pedagogical implications?
Methodology Triangulation (Pavlenko, 2007)
Survey
Observation
Interviews
Quantitative Qualitative
245 response > Students Level 1: 126 Level 2: 62 Level 3: 36 Level 4/higher: 9 > Teachers: 12
Video recording New Teacher Training/Follow-up classes=17 hrs Classroom teaching=24 hrs
Audio recording Follow-up interviews after teaching = 6 hrs
Performed Culture Approach (Walker and Noda, 2010)
• ACT • FACT
中村さん、いらっしゃいますか？
Why do we use honorifics in this context?
Results and Discussions
1. Does the native speaker fallacy exist in Japanese programs in the U.S.?
2. What is the definition of a native speaker?
3. Are nonnative teachers of Japanese negatively affected by the native speaker fallacy?
4. What are some pedagogical implications?
Do you prefer a native or nonnative? N=245
0 50 100 150 200 250
Compassionate
Lenient grader
grammar
fun/exciting
asking Qs
Beg R/W
effective and qualified
Beg S/L
if untrained
culture
Adv R/W
Target language only
in general
informal lang
Adv S/L
standard
pronunciation
Native Nonnative
Native teacher
No preference
Nonnative teacher
130 106 3
In general, I prefer a…
Level -0.1001 ** p<0.01 while controlling participants’ age, ethnic background, gender, native language, status as students or teachers, and level of class.
“The higher participants’ level of class gets, participants show more preference for a native teacher.”
Results and Discussions
1. Does the native speaker fallacy exist in Japanese programs in the U.S.?
2. What is the definition of a native speaker?
3. Are nonnative teachers of Japanese negatively affected by the native speaker fallacy?
4. What are some pedagogical implications?
Definition of a native speaker? N=245
.
0 50 100 150 200 250
gendersexual orientation
nameappearancenationality
social/econstandard dialect
monolingualeducation
teachingno foreign lang influence
perfect grammarno accent
cultureidiomatic expressions
read and writebehavior
competencetiming
Yes, I would include this characterization.
Results and Discussions
1. Does the native speaker fallacy exist in Japanese programs in the U.S.?
2. What is the definition of a native speaker?
3. Are nonnative teachers of Japanese negatively affected by the native speaker fallacy?
4. What are some pedagogical implications?
Non/native teachers are NOT homogenous
Results and Discussions
1. Does the native speaker fallacy exist in Japanese programs in the U.S.?
2. What is the definition of a native speaker?
3. Are nonnative teachers of Japanese negatively affected by the native speaker fallacy?
4. What are some pedagogical implications?
Flow Czikszentmihalyi (2000)
Coping with foreign language anxiety (Horwitz, 1996)
• Recognize it
• Give permission to be less than perfect
• Recognize “Culture shock”
• Give credits
• Become aware of language learning process
• Imagine speaking well in a teaching setting
• Make plans to improve language proficiency
• Be supportive!
Summary
• The native speaker fallacy exists in the minds of Japanese students and teachers.
• “Native” speakers are idealized.
• Non/native teachers are not homogenous groups of people.
• Nonnative teachers are not necessarily negatively affected by the native speaker fallacy.
• Focus on coping with foreign language anxiety
Reference • Braine, G. (1999). From the Periphery to the Center: One Teacher's Journey. In G. Braine
(Ed.), Non-Native Educators in English Language Teaching. London: Lawrence Erlbaum Associates, Publishers.
• Braine, G. (2010). Nonnative Speaker English Teachers. New York: Routledge.
• Csikszentmihalyi, (2000) San Francisco, CA, US: Jossey-Bass. P. 231.
• Doerr, N. M. (Ed.). (2009). The Native Speaker Concept (Vol. 26): De Gruyter Mouton.
• Horwitz, E. K. (1996). Even Teachers Get the Blues: Recognizing and Alleviating Language Teachers' Feelings of Foreign Language Anxiety. Foreign Language Annals, 29(3), 365-372.
• Horwitz & Young (1991). Language Anxiety: From Theory and Research to Classroom Implications. Eaglewood Cliffs, NJ: Presence-Hall.
• Llurda, E. (2006). Looking at the perceptions, challenges, and contributions... or the importance of being a non-native teacher. In E. Llurda (Ed.), Non-Native Language Teachers Perceptions, Challenges, and Contributions to the Profession (Vol. 5). New York: Springer.
• Medgyes, P. (1992). Native or nonnative: Who's worth more? . ELT journal, 46(4), 340-349.
• Pavlenko, A. (2007). Autobiographic Narratives as Data in Applied Linguistics. Applied Linguistics, 28(2), 163-188. doi: doi:10.1093/applin/amm008
• Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
• Walker, G., & Noda, M. (2010). Rembmering the Future: Compiling Knowledge of Another Culture. In G. Walker (Ed.), The Pedagogy of Performing Another Culture. Columbus: OH: National East Asian Languages Resources Center at The Ohio State University.
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