Questioning the Native Speaker Construct in Teacher Education

Rezensionen / Stimmen

'Julie Waddington addresses one the most important issues in teacher education: the persistent toxic myth that those who teach their own first language are by definition superior to those who teach a language they acquired later in life. The author rejects this simplistic categorisation and belief and makes an excellent case for a smarter approach based on the fluidity of multilingual identities and inspired by decolonial language pedagogies. By bringing the debate out of the ivory tower into the field, I hope that this book can contribute to the rejection of the outdated neoracist concept of the "native speaker".'

Jean-Marc Dewaele, Emeritus Professor in Applied Linguistics and Multilingualism, Institute of Education, University College London, Birkbeck, University of London, UK

'I am truly excited by Dr. Waddington's engagement with critical issues such as the native speaker construct, multilingual identities, and wellbeing in teacher education. Her relentless questioning liberates us from the shackles of native-speakerism, enables multilingual teachers to achieve wellbeing, and prepares us to use translanguaging for pedagogical decolonization.'

Xuesong (Andy) Gao, Professor of Language and Literacy Education, School of Education, University of New South Wales, Australia

'Theoretically rich and grounded in empirical data, this book presents a strategic challenge to the stubbornness of the so-called 'native speaker' construct in teacher education. In assuming a raciolinguistic perspective and exploring practical examples from teacher education, it asks educators to interrogate - and ultimately dismantle - long-standing language ideologies and colonial logics which normalise and reproduce hierarchies of language and race.'

Ian Cushing, Senior Lecturer in Critical Applied Linguistics, Manchester Metropolitan University, UK

'This powerful investigation confronts unsettling narratives and disturbing implications surrounding the idealized 'native speaker' construct. With practical proposals and strategic actions, it calls for a transformative mindset-a hopeful plea to envision a more egalitarian world for language teaching educators, practices, and cultures therein.'

Ali Fuad Selvi, Assistant Professor of TESOL and Applied Linguistics, The University of Alabama, United States

'What is unique about this book is Waddington?s ability to question and destabilize traditional categories in language education, and at the same time give readers a way out of dismantling it all. The questioning of the native-speaker concept lies at the center of Waddington's inquiry, but her purpose is not simply theoretical; instead, she focuses on how it affects the well-being of teachers and students, and the practical ways in which it can be questioned and overcome. At first glance, the book appears to have two parts, one theoretical, the other a mirror image, but practical. And yet, what is valuable in this book is how practice is embedded in the theoretical uptakes. The native-speaker concept comes face-to-face with the teacher's well-being, identity, ideologies, raciolinguistics, and even motivation. The result is a theoretically and practical honest book by which teachers develop a critical consciousness that enables them to face the contradictions in language teaching.'

Ofelia Garcia, Professor Emerita, The Graduate Center, City University of New York, United States 'Julie Waddington addresses one the most important issues in teacher education: the persistent toxic myth that those who teach their own first language are by definition superior to those who teach a language they acquired later in life. The author rejects this simplistic categorisation and belief and makes an excellent case for a smarter approach based on the fluidity of multilingual identities and inspired by decolonial language pedagogies. By bringing the debate out of the ivory tower into the field, I hope that this book can contribute to the rejection of the outdated neoracist concept of the "native speaker".'

Jean-Marc Dewaele, Emeritus Professor in Applied Linguistics and Multilingualism, Institute of Education, University College London, Birkbeck, University of London, UK

'I am truly excited by Dr. Waddington's engagement with critical issues such as the native speaker construct, multilingual identities, and wellbeing in teacher education. Her relentless questioning liberates us from the shackles of native-speakerism, enables multilingual teachers to achieve wellbeing, and prepares us to use translanguaging for pedagogical decolonization.'

Xuesong (Andy) Gao, Professor of Language and Literacy Education, School of Education, University of New South Wales, Australia

'Theoretically rich and grounded in empirical data, this book presents a strategic challenge to the stubbornness of the so-called 'native speaker' construct in teacher education. In assuming a raciolinguistic perspective and exploring practical examples from teacher education, it asks educators to interrogate - and ultimately dismantle - long-standing language ideologies and colonial logics which normalise and reproduce hierarchies of language and race.'

Ian Cushing, Senior Lecturer in Critical Applied Linguistics, Manchester Metropolitan University, UK

'This powerful investigation confronts unsettling narratives and disturbing implications surrounding the idealized 'native speaker' construct. With practical proposals and strategic actions, it calls for a transformative mindset-a hopeful plea to envision a more egalitarian world for language teaching educators, practices, and cultures therein.'

Ali Fuad Selvi, Assistant Professor of TESOL and Applied Linguistics, University of Alabama, United States

'What is unique about this book is Waddington?s ability to question and destabilize traditional categories in language education, and at the same time give readers a way out of dismantling it all. The questioning of the native-speaker concept lies at the center of Waddington's inquiry, but her purpose is not simply theoretical; instead, she focuses on how it affects the well-being of teachers and students, and the practical ways in which it can be questioned and overcome. At first glance, the book appears to have two parts, one theoretical, the other a mirror image, but practical. And yet, what is valuable in this book is how practice is embedded in the theoretical uptakes. The native-speaker concept comes face-to-face with the teacher's well-being, identity, ideologies, raciolinguistics, and even motivation. The result is a theoretically and practical honest book by which teachers develop a critical consciousness that enables them to face the contradictions in language teaching.'

Ofelia Garcia, Professor Emerita, The Graduate Center, City University of New York, United States