Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications

Abstract

To overcome native-speakerism, we must acknowledge the present entanglements we are in, envisage a future that provides unrestricted agencies for all, and so finally release this historical shackle that binds us. Trans-speakerism is an alternative ideology to combat native-speakerism that champions diversity, equity, and inclusion while attempting to validate and empower all stakeholders in ELT—regardless of their speakerhoods. This article undertakes a holistic exploration of native-speakerism and trans-speakerism by researching how these ideologies are understood, observed in practice, and considered to impact the educational and professional lives of students, teachers, and researchers. Via narrative interviews, I gathered data from 26 participants in Japan, consisting of 2 junior high school teachers, 6 senior high school teachers, 7 master's students, 3 PhD students, 3 novice university professors, and 5 veteran university professors. Through an analysis of the data, I unearthed multifaceted interpretations of native-speakerism and trans-speakerism, a plethora of ways they are manifested in practice, and the complex ramifications these have had upon the participants' idiosyncratic identities, contexts, and careers. The findings urge us to adopt trans-speakerism as a catalyst for change within our ELT field. The article concludes by offering practical recommendations and empirical insights for how to do this.

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