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Language education from a post-native-speakerist perspective: The case of English as an international language

Paper · 2021 · Nobuyuki Hino

Summary

Hino argues that language teaching, and English teaching in particular, still rests on native-speakerism. He defines it more simply than Holliday did, as a belief that native speakers hold authority or superiority. The paper is a revised keynote and does not report an empirical study. It names three problems with this belief:

  • it limits learners' freedom to express their own cultural values and ways of thinking;
  • native usage is not always the easiest to understand in international settings, where most speakers are non-native;
  • it narrows learners' exposure to cultural diversity.

As alternatives, the author reviews three post-native-speakerist paradigms (EIL, WE, ELF) and suggests combining them for teaching. He then describes two classroom methods from his own university teaching in Japan:

  • IPTEIL, which exposes students to the variety of World Englishes;
  • CELFIL, which builds lingua franca interaction into English-medium courses.

Authenticity and critical literacy come out as key concepts. Hino expects the argument to carry over to other Expanding Circle countries such as Russia and China. Its wider point is that relativizing native norms lets speakers present their own identities in global communication.

Key points

  • Native check: the Japanese practice of neitibu chekku (no English text by a Japanese author is published before a native speaker checks it) is the author's typical example of native-speakerism.
  • Freedom of expression:
    • Japanese learners are told to drop sibling seniority ("older/younger brother") because American English rarely marks it.
    • They are also steered away from the four-part Japanese argument structure (introduction, development, turn, conclusion), whose "turn" step weighs the opposing side.
  • Intelligibility with non-native listeners:
    • Syllable-timed rhythm with little elision and linking can be clearer than native stress-timed speech (Hino 1987; Jenkins 2000; Deterding & Kirkpatrick 2006).
    • US-specific words such as "junior" (third-year student) may not be understood by others.
  • CELFIL and OSGD:
    • CELFIL is CLIL for EIL inside EMI courses, and it makes ELF learning an explicit goal.
    • Its signature activity, OSGD (Observed Small Group Discussion), was also run on Zoom, with mixed classes of Russian, Chinese, Malaysian and Japanese students.
  • Inclusive code-switching: in one OSGD session, a Chinese student asked a Chinese peer for clarification in Japanese rather than Chinese, so that nobody in the group was excluded.

Interesting ideas

  • I1. Non-native forms such as "older sister" carry real distinctions (sibling seniority) rather than being errors, so a system should keep them instead of normalizing them to the native default.
  • I2. How clear a wording is depends on who is listening, so the "most native" phrasing is not automatically the best output.
  • I3. Argument structure differs between cultures, and some texts deliberately present the opposing view in a "turn" before concluding.
  • I4. In OSGD only one group performs, everyone else watches, the whole class then analyzes what happened, and the observers become the next performers.
  • I5. When a speaker must switch languages, choosing the code that everyone present shares keeps the exchange inclusive.

For Mova

How these ideas could serve Mova, our small open language model — its files, stages and tests:

  • I1 (world): Sibling relations in the knowledge graph could carry an optional seniority attribute, filled whenever the text states it, so this information is not lost.
  • I2 (back): Generation could favor transparent wording (e.g. "third-year student" over "junior") when the reader is unknown or international.
  • I3 (frames): Speech-act and stance analysis should not assume the first sentence is the conclusion, and could label a "turn" segment as a counter-view rather than the author's own claim.
  • I4 (learn): Witness parsers could rotate the same way, with one producing a parse and the others critiquing its decisions before the roles switch, turning the disagreements into repair rules.
  • I5 (back): When translating through the meta-world for several target audiences, the pivot vocabulary could be chosen to fall within what all target languages express directly.

Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.

 Institutions

🎓The University of OsakaOsaka · Japan6 works · 495 citations

📚 Shelves 4The field of science this work belongs to (OpenAlex fields).Arts and Humanities · 9,296 worksLanguage and Linguistics · 9,206 worksSocial Sciences · 744 worksCommunication · 44 works

🧭 Topics 1Research subjects and languages the work is about.English · 1,373 works

Cite

Cite as Nobuyuki Hino. 2021. Language education from a post-native-speakerist perspective: The case of English as an international language. Russian Journal of Linguistics 25.

The paper itself, not this page. BibTeX from the library's record of the work. DOI 10.22363/2687-0088-2021-25-2-528-545

@article{hino2021language,
  title = {{Language education from a post-native-speakerist perspective: The case of English as an international language}},
  author = {Nobuyuki Hino},
  journal = {Russian Journal of Linguistics 25},
  year = {2021},
  doi = {10.22363/2687-0088-2021-25-2-528-545},
  url = {https://doi.org/10.22363/2687-0088-2021-25-2-528-545}
}

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  80. Nobuyuki Hino. 2021. Russian Journal of Linguistics 25 (2). 528–545 find
  81. Article history: Received: 12 December 2020 Accepted: 22 March 2021 find
  82. История статьи: Дата поступления в редакцию: 12 декабря 2020 Дата принятия к печати: 22 марта 2021 find
  83. Bionote: Nobuyuki HINO, Ph.D. (Language and Culture, Osaka University) is Professor, Graduate School of Language and Culture, Osaka University, Japan. He serves on editorial/advisory boards for Routledge, Wiley, and Springer. Along with numerous journal articles and book chapters on the teaching of EIL (English as an International Language), he is the author of EIL education for the Expanding Circle: A Japanese model (Routledge, 2018). His research interests include applied linguistics, language pedagogy, and diversity education. Contact information: Osaka University Graduate School of Language and Culture, 1–8 Machikaneyama-cho, Toyonaka, Osaka 560-0043 Japan e-mail: hino@lang.osaka-u.ac.jp ORCID: 0000-0001-8761-6278 find
  84. Сведения об авторе: Нобуюки ХИНО, Ph.D., профессор Высшей школы языка и культуры Университета Осаки, Япония. Является членом редакционных советов издательств Routledge, Wiley, Springer, а также автором многочисленных статей, глав коллективных монографий и книги “EIL Education for the Expanding Circle: A Japanese Model” («Преподавание английского языка как международного для расширяющегося круга: японская модель), Routledge, 2018. Его исследовательские интересы включают прикладную лингвистику и языковое образование. Контактная информация: Osaka University Graduate School of Language and Culture, 1–8 Machikaneyama-cho, Toyonaka, Osaka 560-0043 Japan e-mail: hino@lang.osaka-u.ac.jp ORCID: 0000-0001-8761-6278 find

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