Outline study ASAP no apologies just 3 mins of the context
I will assume people know what Native-speakerism is because we all will have experienced it, either as prejudice or privilege.
Be SURE to mention Teachers and STUDENTS in JAPAN
You have been forewarned. This is classroom practice first and the data is merely what I collected in class.
Tried to empower students, tried to stress the importance of the issue.
CV >= 1 indicates a relatively high variation
Overall, he didn’t do so badly compared to other Asians.
This despite world english
The two students in the class who had lived abroad for a longer period of time, attending schools overseas, both assigned The Queen a score of 10/10
Seems to be self-discrimination many students prefer to listen to native-speakers and they are conditioned to think that native speakers are better, they do not know that the native-speaker is a myth and they do not know about ELF…. They do not realize that most of the communication they do in English will be ELF.
ELT is not ELF, but prejudices from ELT industry will bleed into ELF (eg. Jenkins Lingua Franca core is of learners), ELF relies on interlocutors having achieved sufficient proficiency to communicate, presumably through learning and instruction. Therefore the way they learned English is part of their beliefs in ELF. Prejudices from learning will influence interactions in ELF.
Students were not told this in the study
The connections between authenticity and native-speakerism: Students’ reactions to international English varieties
The connections between authenticity and native-
speakerism: Students’ reactions to international
CELC Symposium, Singapore
26th May 2016
Seminar Room 1
What I did
• Authenticity and Native-speakerism
• Of the study
• Reactions to international speakers
No time for Definitions
• Please see Pinner, 2016; Lowe & Pinner, 2016
• We have all experienced Native-speakerism,
either as prejudice or privilege.
Lowe, R., & Pinner, R. (2016).
Finding the Connections
Between Native-speakerism and
Authenticity. Applied Linguistics
Review, 7(1), 27-52. doi:
• Data comes from a classroom activity
• Activity was not designed for research/data
• Data comes from several collection points
with different groups (teachers and students)
What did I do?
• Taught Global English and World
• Empower the students (and teachers)
with ownership of the English
• Stress the importance of celebrating
the varieties of English
What did I do?
• After learning about Global English
watched videos of people from around
the world speaking English
• Participants rate the speakers in these
videos out of 10 for ‘authenticity’
– Authenticity is purposefully left undefined
• Participants write a comment to explain
Name Nationality Average St. Dev.
Ban Ki-moon Korean 4.40 3.00
14th Dalai Lama China (Tibet) 4.74 1.81
Edwin Thumboo Singaporean 5.54 2.83
Shinzo Abe Japanese 5.75 1.33
Dynamo British (Northern) 6.30 1.65
Naomi Watts British/Australian 7.88 2.45
Arnold Schwarzenegger Austrian 8.51 1.49
Barack Obama North American 8.65 2.83
Queen Elizabeth II British (RP) 9.07 1.48
0.00 1.00 2.00 3.00 4.00 5.00 6.00 7.00 8.00 9.00 10.00
Overall average 4.40 (lowest)
(4) “He’s Korean” [Chinese student]
(8) “His English is formal and like native
(2) “He is not good at speaking English
(4) “He speaks English fluently. But he
doesn't make eye contact with people.
Because his speech isn't persuasive.”
(5) “I don't think he is poor at speaking
English. However, he is a Korean.”
(5) “The way he pronounced "L" and
"R" / "B" and "V" seemed almost the
same, so it sounded unnatural.”
Overall average 4.74
• (4) “ He makes eye contact with
people and he try to convey his
thought to people. But his way of
talking is a fool.”
• (5) “His English is easy for me.”
• (10) “He is top of Japanese”
• (4) “He made too many pauses
between phrases, so it sounded
Overall average 5.54
• (3) “Chinglish” [Chinese student]
• (3) “He is a suspicious-looking
• (1) “I don't like him. I think he
isn't a gentleman.”
• (7) “I feel his English is not good.
His English is similar to mine.”
Overall average 5.75
• (5) “I can understand his English
fully. His English is easy to hear for
Japanese, but I think it's not
• (3) “I think his English isn't the same
as native English”
• (8) “His English is similar to Native
Speaker's, but different a bit.”
• (9) “I can understand his speech
easier than [Ban Ki Moon]”
Overall average 8.65
• (10) “I love Arnold Schwarzenegger
and He is native English speaker.”
• (9) “He is native and it is easy to
• (10) “He is a native speaker.”
• (9) “He is very nice guy”
• (8) “The speed and rhythm of his
English was closer to native
speakers but I sometimes felt his
"ur" sound and "or" sound
Overall average 9.07 (highest)
• (8) “I want like Queen Elizabeth II. I want to go to
• (10) “Hers is royal.
• (10) “Se [sic] is more 'authentic' because she must
speak collect [sic] English.”
• (10) “She is queen”
• (10) “She is the queen”
• (10) “She's a Queen”
• (10) “Because It is official British movie”
• (9) “Her native language is English, and her end of a
word is not clear”
• (5) “Because she spoke dispassionately, so I felt it is
difficult to understand what she wanted to say.”
British American Indian Singpore Korean Geordie
Japanese English Teacher's Ratings
2015 Avg 2014 Avg
Reves, T., & Medgyes, P. (1994).
The non-native English
speaking EFL/ESL teacher's
self-image: An international
survey. System, 22(3), 353-
Conditioning through Market Forces
Holliday, A. (2005). The struggle to teach
English as an international language.
Cambridge: Cambridge University Press.
Pinner, R. S. (2014). The authenticity
continuum: Towards a definition
incorporating international voices.
English Today, 30(4), 22-27.
Pinner, R. S. (2016). Reconceptualising
Authenticity for English as a
Global Language. Bristol:
• You can download the slides and
additional resources at
• Please email me!
Thanks for your attention!
Pinner, R. S. (2014). The authenticity continuum: Towards a definition
incorporating international voices. English Today, 30(4), 22-27.
Pinner, R. S. (2016). Reconceptualising Authenticity for English as a
Global Language. Bristol: Multilingual Matters.
Lowe, R., & Pinner, R. (2016). Finding the Connections Between
Native-speakerism and Authenticity. Applied Linguistics Review,
7(1), 27-52. doi: 10.1515/applirev-2016-0002