دانلود کتاب Native Speakerism. Discriminatory Employment Practices in Polish Language Schools

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Cover
Series Information
Copyright Information
Acknowledgements
Table of Contents
List of tables
List of figures
Introduction
Chapter 1: From native speaker to native speakerism
1.1. Introduction: Origin of the phrase native speaker
1.2. Who is a native speaker?
1.3. Nations and national languages
1.3.1. Language standardisation
1.3.2. Language myths and native speakers
1.3.3. The native speaker in applied linguistics
1.4. Who is a non-native speaker?
1.4.1. Non-native speakers’ deficit in language teaching
1.4.2. Non-native speakers’ difference in language teaching
1.4.3. Is our existing terminology good enough?
1.5. Native Speakerism
1.5.1. What are ideology and discourse?
1.5.2. What is native speakerism?
1.5.3. The predecessors of native speakerism
1.6. The world of ELT and manifestations of native speakerism
1.6.1. The reality of the ELT field
1.6.2. The state of research on Native Speakerism and its effects
1.6.3. Critical Pedagogy in ELT
1.6.4. Criticism of Native Speakerism
1.7. Conclusions
Chapter 2: Englishes in the world and in Poland
2.1. Introduction
2.2. World Englishes
2.2.1. Kachru’s Concentric Model
2.2.2. The Dynamic Model in the Expanding Circle
2.2.3. English Lingua Franca (ELF)
2.2.3.1. Criticism of English as Lingua Franca
2.2.3.2. ELF and the present thesis
2.2.4. The emergence of Euro-English(es)?
2.2.5. The ownership of English
2.2.6. The situation of the English language in Poland
2.2.6.1. English in Poland prior to 1989
2.2.6.2. English in the post-socialist era
Chapter 3: Methodology, research questions, and data analysis
3.1. Introduction
3.1.1. (Post-)Positivist versus Constructivist worldviews
3.1.2. Mixed-methods research to the rescue
3.1.3. Pragmatism in MMR
3.1.4. Why is pragmatism-oriented MMR appropriate for the present project?
3.2. Rationale for the study
3.3. Methodological design and tools
3.3.1. Questionnaires
3.3.2. Semi-structured interviews
3.4. Research questions prior to the pilot study
3.4.1. Pre-pilot teacher questionnaire
3.4.2. Pre-pilot language school questionnaire
3.5. Pilot studies
3.5.1. Piloting the language school survey
3.5.2. Piloting the teacher survey
3.5.3. Piloting the student survey
3.5.4. Conclusions from the pilot studies
3.6. Revisited research questions
3.7. Sampling strategies and sample sizes in quantitative and qualitative parts of the study
3.8. Data analysis
3.9. Quantitative data analysis
3.10. Qualitative data analysis
3.11. Quantitising qualitative survey data
3.12. MMR data analysis
3.13. Ethical considerations
3.14. Conclusions
Chapter 4: Results
4.1. Introduction
4.2. Who is a native speaker?
4.2.1. The native speaker according to teachers
4.2.2. The native speaker according to students’ parents
4.2.3. The native speaker according to students
4.2.4. Comparing results: the overall image of the native speaker
4.2.5. Native speakers as seen by interviewed teachers
4.3. What are the advantages and disadvantages of native speaker teachers and non-native Polish speaker teachers of English?
4.3.1. Native speaker teachers
4.3.1.1. Advantages of native speaker teachers according to Polish teachers
4.3.1.2. Disadvantages of native speaker teachers according to Polish teachers
4.3.1.3. Advantages of native speakers according to parents of students
4.3.1.4. Disadvantages of native speakers according to parents of students
4.3.1.5. Advantages of native speaker teachers according to students
4.3.1.6. Disadvantages of native speaker teachers according to students
4.3.1.7. Comparing results: Overview of advantages and disadvantages of native speaker teachers
4.3.1.8. The picture of native speaker teachers from the interviews
4.3.1.8.1. Native speakers: Linguistic advantages and disadvantages
4.3.1.8.2. Native speakers: Pedagogical advantages and disadvantages
4.2.1.8.3. Native speakers: Sociocultural advantages and disadvantages
4.2.1.8.4. Other comments on native speaker teachers’ advantages and disadvantages
4.3.2. Non-native speaker teachers
4.3.2.1. Advantages of Polish teachers of English as seen by themselves
4.3.2.2. Disadvantages of Polish teachers of English as seen by themselves
4.3.2.3. Advantages of Polish teachers of English as seen by parents of students
4.3.2.4. Disadvantages of Polish teachers of English as seen by parents of students
4.3.2.5. Advantages of Polish teachers of English as seen by students
4.3.2.6. Disadvantages of Polish teachers of English as seen by students
4.3.2.7. Comparing results: Overview of advantages and disadvantages of Polish teachers of English
4.3.2.8. The picture of non-native speaker teachers from the interviews
4.3.2.8.1. Non-native speakers: Linguistic advantages and disadvantages
4.3.2.8.2. Non-native speakers: Pedagogical advantages and disadvantages
4.3.2.8.3. Non-native speakers: Sociocultural advantages and disadvantages
4.3.2.8.4. Other comments on non-native speaker teachers’ advantages and disadvantages
4.4. Is it a native or non-native speaker preference?
4.4.1. What do parents of students think about native and Polish teachers of English?
4.4.2. What do students think about native and Polish teachers of English?
4.4.3. What do Polish teachers of English think of themselves and native speaker teachers?
4.4.4. Can these trends and observations be found in interview data?
4.4.4.1. Classes in tandem
4.4.4.2. L1 attitudes in the classroom
4.4.5. Private language school preferences
4.4.6. Signs of overt discrimination against non-native speakers
4.4.6.1. Hourly wages
4.4.6.2. Qualifications
4.4.6.3. Differences in attitudes
4.4.6.4. Discrimination at language schools
4.4.6.5. Passing as a native speaker
4.4.7. Outer Circle speakers
4.4.8. The telling case of T2
4.5. Conclusions
Chapter 5: Discussion and implications of the results
5.1. Introduction
5.2. Who is a native speaker?
5.3. Advantages and disadvantages of native speakers and Polish teachers of English
5.4. Preference for native vs. Polish teachers of English
5.4.1. Preferences of language schools
5.4.2. Preferences of students and parents
5.4.3. Preference for Inner Circle speakers of English
5.5. Discrimination toward native and Polish teachers of English
5.6. Redefinition of native speakerism
5.6.1. Holliday’s native speakerism in the Polish context
5.6.2. An alternative definition of native speakerism Houghton and Rivers (2013)
5.6.3. Holliday (2015): Native speakerism revisited
5.6.4. Assessment: native speakerism in Poland and the world
5.7. Implications for teacher education programmes and language schools
5.7.1. Implications for teacher education programmes
5.7.2. Implications for language schools
5.8. Conclusions
Conclusion and suggestions for further research
Summary
References
Appendix A: Language Schools Questionnaire (Polish original)
Appendix B: Students Questionnaire (Polish original)
Appendix C: Parents of Students Questionnaire (Polish original)
Appendix D: Polish Teachers of English Questionnaire (Polish original)
Appendix E: Language Schools Questionnaire (English translation)
Appendix F: Students Questionnaire (English translation)
Appendix G: Parents of Students Questionnaire (English translation)
Appendix H: Polish Teachers of English Questionnaire (English translation)
Appendix I: Consent Form
Appendix J: Information concerning the project
Index
Series Index