Native-speakerism in English language teaching: ‘native speakers’ more likely to be invited as conference plenary speakers

ABSTRACT

The ideology of native speakerism and its effects on the professional lives of ‘native’ and ‘non-native speakers’ in English language teaching (ELT) have been widely documented. Nevertheless, little is known about the impact native speakerism might have on the selection of plenary speakers for ELT conferences. Hence, through the analysis of plenary line-ups of seven conferences in the EU and interviews with their organisers, this study aimed to explore whether ‘native’ and ‘non-native speakers’ were represented equally as plenary speakers. The results show that overall only 25 per cent of the 416 analysed plenary speaker line-ups were given by ‘non-native speakers’. At some conferences, over 80 per cent of all plenary speakers were ‘native speakers’. Apart from one conference organiser who highlighted that steps had been taken to ensure a more equal balance of speakers, the other organisers seemed not to place much importance on equal balance of ‘native’ and ‘non-native speakers’ when inviting plenary speakers, preferring a ‘colourblind’ approach. This study suggests native-speakerism impacts the choice of plenary speakers at certain ELT conferences, and that conscious efforts must be made to alter this balance.

KEYWORDS:

• Native-speakerism
• English language teaching
• plenary speakers
• critical applied linguistics

Disclosure statement

No potential conflict of interest was reported by the author(s).