Adrian Holliday

Social autonomy: addressing the dangers of culturism in TESOL

This chapter will explore how we need to rethink current associations between ‘autonomy’ and language students, in order to address a reductive culturism which I believe pervades TESOL. I shall begin with a critique of two dominant conceptualizations of student autonomy. The first is characterized by a long-standing ‘us’—’them’ native-speakerism. Although the second is based on a more critical cultural relativism in which native-speakerism is seen as untenable, I see both as being equally culturally reductive. I shall then argue for a third position in which autonomy is defined in the terms brought by students from their own worlds outside the classroom. I suggest that we routinely fail to see this social autonomy because of preoccupations with our own professionalism.

The role of culture in English language education: key challenges

Abstract English language education is in the process of change regarding teacher identity and the ownership of English. Cultural issues are implicated in this change. Critical cosmopolitan approaches in the social sciences are critiquing the primacy of national cultures which they consider a Western imposition on the emergent identities of the Periphery. Within this climate traditional native–non-native speaker categories become a Centre professional imposition which imagines a ‘non-native speaker’ Other to be culturally deficient. The English as a lingua franca movement, while attempting to undo the supremacy of native speaker models of English, has therefore become implicated in a cultural struggle in which Centre definitions of language are accused of denying the voice of the Periphery. Proposed solutions suggest that the Centre must withdraw from defining the nature of culture and language, to allow Periphery educators and students to claim English and English language education in their own terms. Definitions of culture, such as collectivism and individualism, and of speakerhood and language standards, must be acknowledged as ideological acts within an unequal world.

Standards of English and politics of inclusion

Standards of English for English language teacher education need to consider political as well as linguistic factors. Any definition of such standards on the basis of speakerhood would immediately fall into the trap of native-speakerist discrimination, which is intensified by unspoken associations with ‘ethnicity’. Who can be recognized as ‘native speaker’ or ‘near-native speaker’ is not simply a matter of language. Any definition of English standards must therefore acknowledge an alternative established belief that all users of English can claim ownership of the language. This factor is, however, complicated by the recent suggestions that there can be a non-aligned, international English lingua franca, themselves being perceived as Centre-driven. Standards must therefore be convincingly de-Centred, and must allow those who consider themselves Periphery to take Centre-stage. They must be cosmopolitan, non-centred, professional, earned, prestigious and cultured.

Assessing language needs within an institutional context: An ethnographic approach

Abstract Carrying out an analysis of English language needs for an oil company very quickly involved consideration of a complex of other factors. Language needs had to be set against, and seen partially in terms of, wider institutional needs, curriculum implementational factors, including resource and syllabus possibilities, and even wider social factors. The analysis of needs was thus integrated with a broader analysis of means for the whole process of realising a programme of language training. One major factor which had to considered was the expertise required by the trainers who would implement the programme. This paper explores the role of ethnography in carrying out the holistic research necessary to obtain as clear a picture as possible within a short period of time.

Cultural Descriptions as Political Cultural Acts: An Exploration.

Abstract Interculturality may be something normal which everyone possesses to a degree. However, dominant neo-essentialist theories of culture give the impression that we are too different to easily cross-cultural boundaries. These theories support the development of academic disciplines and the need for professional certainty in intercultural training. There is an illusion of neutrality in established cultural descriptions such as collectivism and individualism. The criticism of this position is that such theories and descriptions may instead be ideologically constructed, and represent an idealised Self and a demonised non-Western Other. This denial of ideology results in a liberal–essentialist duality which also underpins multiculturalism. A critical cosmopolitanist approach and a social action theory of society project a different picture of culture which resides in realities which respond to personal circumstances. A cultural realism not only acknowledges the influence of national structures but also allows for the agency of the individual. However, the Centre positioning of established theories of culture means that emergent realities residing on the always defined Periphery need to assert an existence that the always defining Centre needs to appreciate. La inter-culturalidad puede ser considerada algo normal y que todos poseen hasta cierto grado. Sin embargo, teorías dominantes neo-esencialistas sobre cultura dan la impresión de que somos demasiado diferentes como para que fácilmente crucemos fronteras culturales. Estas teorías apoyan el desarrollo de disciplinas académicas y la necesidad de certeza profesional en la formación y educación intercultural. Existe una ilusión de neutralidad en descripciones culturales establecidas tales como colectivismo e individualismo. La crítica a esta posición es que dichas teorías y descripciones podrían ser construcciones ideológicas que representan a un ‘Yo’ idealizado, y al ‘Otro’, no-Occidental, de imagen demoníaca. La negación de esta ideología resulta en una dualidad liberal–esencialista la cual además es la base del multiculturalismo. Una propuesta crítica cosmopolita y una teoría de acción social de sociedad, proyectan un panorama diferente sobre cultura que reside en realidades que responden a circunstancias personales. Un realismo cultural reconoce la influencia de estructuras nacionales pero también permite la actuación propia del individuo. Sin embargo, la posición del Centro acerca de las teorías establecidas sobre cultura significa que, las realidades emergentes que residen en la siempre definida Periferia necesitan hacer valer su existencia frente al siempre definidor Centro, el cual necesita reconocer dicha existencia.

The politics of participation in international English language education

Abstract Within certain influential spheres of international English language education “active” student participation is often seen as central not only to the “good” lesson, but also to the successful conference or training event. However, this notion of participation seems to be generated by a discourse of power belonging to a particular culture of professionalism. It is thus ethnocentric and potentially inadequate beyond certain contexts. If there are to be principles of good practice which are appropriate in different contexts within an international scenario, they need to exist at a significantly higher level of generality. Such principles require a sociological imagination and local knowledge on the part of teachers, curriculum designers and researchers.

Issues of Validity in Progressive Paradigms of Qualitative Research

Elana Shohamy is a professor of language education in the School of Education at Tel Aviv University. Her most recent research and publications focus on various topics relevant to multilingual societies: the power of language tests, language policy, achievements of immigrants, language rights, and linguistic landscape. She is currently completing a book, The Hidden Agendas of Language Policy, and she co-edits the journal Language Policy.

How Is It Possible to Write

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Student culture and English language education: An international perspective

Abstract Much of the emphasis in the literature on the influence of culture on English as a foreign or second language education has been on the profiling of regional traits. This is flawed in two respects. First, such profiling is far too generalised, given the complexity of the societies concerned. Secondly, it helps to perpetuate a learning group ideal to which these cultural influences are seen as constraints, and inhibits the development of both classroom teaching and teacher education methodologies which might be appropriate to other types of scenario. These scenarios are marked by cultural differences, but as much by education, institution and student cultures, which often have international or universal dimensions, as by national or regional cultural traits. In both cases, regional culture profiling strengthens the possibility of a micro cultural imperialism at the level of classroom methodology.

Handing over the project: An exercise in restraint

Abstract A key stage in aid projects in English Language education, whether run by resident, on-site advisors or from a distance by higher education institutions, is the handing over of project processes or products to local personnel. This can sometimes be inadequately managed owing to lack of restraint on the part of expatriate experts in allowing their expertise to be integrated with local rhythms. Project sustainability can only be achieved if these local rhythms are appreciated and allowed to take the lead in project work. Because these rhythms may be opaque to expatriate eyes, a sign of sustainability may be an inability on the part of expatriates to see what is going on. This has serious implications for project evaluation .