Ideal izvornog govornika u svetlu varijetalne diversifikacije engleskog jezika u međunarodnoj upotrebi: istraživačke paradigme
Keywords:English language, native-speakerism, World Englishes (WE), English as an International Language (EIL), English as a Lingua Franca (ELF)
English language education policies in Serbia and the manner in which they are implemented are not properly aligned with the real needs of the students. Such misalignment is caused by native-speakerism, an ideology favoring native English speakers, regarding them as the most desirable teachers, and considering the varieties they speak the preferred outcome of English language acquisition. Native-speakerism is studied as one of the central phenomena within the scope of the three most significant research paradigms inquiring into the varietal diversification of international Englishes: World Englishes, English as an International Language, English as a Lingua Franca. Bearing the said in mind, the aim of this article is twofold. The first part of the article aims to elucidate the basic terms needed to further discuss native-speakerism, which is аccompanied by a brief critical analysis of the Serbian eighth-grade English curriculum. In the second part, the author intends to synthesize the selected literature in order to present the attitudes of the paradigms’ members towards native-speakerism. Having reviewed the relevant literature, it can be concluded that, though linguists belonging to the three paradigms are not in absolute agreement when it comes to the inclusion or exclusion of native speakers in their research, they do share one belief – vehement opposition to native-speakerism. Thus, it is essential to raise awareness and educate as many teachers and students as possible on native-speakerism and its consequences. By doing so, top-down language planning could take place and give a voice to those who are greatly affected by ideologies such as native-speakerism.
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