The Influence of Native-speakerism on CLIL Teachers in Korea

Abstract

This chapter presents data which produces evidence about how native-speakerism is subconsciously embedded in the mind-set of two Korean elementary school teachers. The concept of native-speakerism which was coined by Holliday (2005, 2006) is a useful term to look into the world where English is used, while carrying around the culture of the language in use. In particular, Holliday (2006)’s explanation of ‘the belief that “native speaker” teachers present a “Western culture” from which spring the ideals both of the English language and of English language teaching methodology’ (385) is useful to understand the experiences of two Korean teachers. As native-speakerism is largely ‘context-dependent’, it is important to be aware of the contextual information to better understand how native-speakerism is perceived in the given context (Nomura and Mochizuki 2014: 1).