THE RHETORICAL IDENTITY CONSTRUCTION OF ENGLISH INSTRUCTORS IN ONLINE ENGLISH COURSES ADVERTISEMENTS

Inggrit Tanasale

Abstract


The superior image of native English teachers portrayed in ELT professionalism has been heavily criticized among scholars by raising awareness on the expertise than nativeness or races. However, the study is scarce regarding how online discourse such as web-based advertisement of English language courses rhetorically depicts their language instructors: a native speaker and local teachers. To fill this gap, the purposes of this study are to examine the attributes of language instructors and any potential discriminatory or privileged presentation evoke in the online ads. The initial analysis was done within twenty English course sites to view overall trends of English instructors' attributes in several websites in Indonesia. I then closely explored two websites, WSE and TBI, and how they textually and visually privilege and discriminate the competences of native English teachers or local teachers. The result shows the dominant rhetoric of native English teachers as English language experts. The findings of this study reveal that despite the scholarly effort to challenge native English speaker/teacher orientation, the educational institutions still perpetuate the hegemony of native speakers as the ideal model in English within online platforms.


Keywords


Online discourse, expertise, language course, native English teachers, local teachers

Full Text:

PDF

References


Amin, N., & Kubota, R. (2004). Native speaker discourses: Power and resistance in postcolonial teaching of English to speakers of other languages. In P. Ninnes & S. Mehta (Eds.), Re-Imagining comparative education: Postfoundational ideas and applications for critical times (pp. 107-127). New York: Routledge.

Ba Doan, N (2016).To employ or not to employ expatriate non-native speaker teachers: views from within. Asian Englishes. 18 (1), 67-79.

Bucholtz, M., & Hall, K. (2004). Language and identity. In A. Duranti (Ed.), A companion to linguistic anthropology (pp. 369 - 394). Malden, M.A.: Blackwell.

Blommaert, J., Collins, J., & Slembrouck, S. (2005). Spaces of multilingualism. Language & Communication, 25, 197-216.

Blommaert, J. (2007). Sociolinguistic scales. Intercultural Pragmatics, 4(1), pp. 1-19. Retrieved 10 Dec. 2017, from doi:10.1515/IP.2007.001

Cook, V. 1999. Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2): 185–209.

Cook, V. (2016), Where Is the Native Speaker Now?. TESOL Q, 50: 186–189. doi:10.1002/tesq.286

Fairclough, N. (2001). Critical discourse analysis as a method in social scientific research. In R. Wodak, R & Meyer, M (Eds.), Methods of Critical Discourse Analysis (pp. 121-138). London, England: Sage

Gee, J. P. (2010). New digital media and learning as an emerging area and “worked examples” as one way forward. Cambridge, MA: MIT Press.

Hall, S. (1997). Representation: Cultural Representations and Signifying Practices. London: Sage

Media Education Foundation. (2006, Oct 4). Representation & the Media: Featuring Stuart Hall. Retrieved from https://www.youtube.com/watch?v=aTzMsPqssOY

Holliday, A. R. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.

Jenkins, J (2013). English as a Lingua Franca in the International University: The Politics of Academic English Language Policy. Routledge, London and New York, 2013

Keating, E (2015). Discourse, Space, and Place. In D.Tanenn, H.E.Hamilton, , & D. Schiffrin, (Eds.), The handbook of discourse analysis (pp.244-261)). New York: Blackwell

Kachru, B. B. (1992). The Other tongue: English across cultures. Urbana: University of Illinois Press. Chicago

Lippi-Green, R. (1997). Language ideology and the language subordination model. In R. Lippi-Green (Ed.), English with an accent: Language, ideology, and discrimination in the United States (pp. 63-76). London: Routledge.

Mahboob, A. 2010. The NNEST Lens: Nonnative English speakers in TESOL, Newcastle, , UK: Cambridge Scholars Press.

Mendoza-Denton, N. (2008). Language and Identity. In J. K. Chambers, P. Trudgill & N. Schilling-Estes (Eds.), The handbook of language variation and change (pp. 475-499). Malden, MA: Blackwell Publishing.

Philips, S. U. (2001). Power. In A. Duranti (Ed.), Key terms in language and culture. Malden, MA: Blackwell Publishing Ltd.

Phillips, N & Hardy, C. (2002). Discourse Analysis: Investing process of social construction. Thousand Oaks, CA: Sage

Radwanska-Williams, J. (2008). The "native speaker" as a metaphorical construct. In E. A. Berendt (Ed.), Metaphors for learning: cross-cultural perspectives (pp. 139-156). Amsterdam: John Benjamins Publishing Company.

Rampton, M.B.H., (1990). Displacing the ‘native speaker’: Expertise, affliation and inheritance. ELT Journal, 44 (2), 97-101.

Ruecker, T. (2011). Challenging the native and nonnative English speaker hierarchy in ELT: New directions from race theory. Critical Inquiry in Language Studies,

, 400–422. doi:10.1080/15427587.2011.615709

Ruecker, T. and Ives, L. (2015), White Native English Speakers Needed: The Rhetorical Construction of Privilege in Online Teacher Recruitment Spaces. TESOL Quarterly, 49: 733–756. doi:10.1002/tesq.195

Selvi, A. F. (2010). All teachers are equal, but some teachers are more equal than others: Trend analysis of job advertisements in English language teaching. WATESOL NNEST Caucus Annual Review, 1, 155–181.

Selvi, A.F (2011). The non-native speaker teacher, ELT Journal, Volume 65 (2), 187–189, https://doi.org/10.1093/elt/ccq092

Tabouret-Keller, A. (1997). Language and identity. In F. Coulmas (Ed.), The handbook of sociolinguistics (pp. 315-326). Malden: Blackwell Publishing.

Wodak, R. (2001). What CDA is about - a summary of its history, important concepts and its developments. In R. Wodak, R & Meyer, M (Eds.), Methods of Critical Discourse Analysis (pp. 1-13). London, England: Sage




DOI: https://doi.org/10.24071/llt.v24i2.3586

DOI (PDF): https://doi.org/10.24071/llt.v24i2.3586.g2457

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Inggrit Tanasale

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

    

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keterangan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

 

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.