Towards Post-Native-Speakerism : Dynamics and Shifts / edited by Stephanie Ann Houghton, Kayoko Hashimoto.

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.

This book probes for a post-native-speakerist future. It explores the nature of (English and Japanese) native-speakerism in the Japanese context, and possible grounds on which language teachers could be employed if native-speakerism is rejected (i.e., what are the language teachers of the future expected to do, and be, in practice?). It reveals the problems presented by the native-speaker model in foreign language education by exploring individual teacher-researcher narratives related to workplace experience and language-based inclusion/exclusion, as well as Japanese native-speakerism in the teaching of Japanese as a foreign language. It then seeks solutions to the problems by examining the concept of post-native-speakerism in relation to multilingual perspectives and globalisation generally, with a specific focus on education.