Abstract
Inherent to native-speakerist ideology is what Holliday terms ‘cultural disbelief’ (Holliday 2013: 17; Holliday this volume), that is, the view that ‘non-western’ cultural realities are deficient. This chapter applies Holliday’s (2011, 2013) thinking around cultural disbelief in the abilities of the Other to discourses surrounding the ability to perform in an academic culture. In doing so, the chapter explores alternative ways of conceptualising people from cultural backgrounds which may be different to those who traditionally take up places at British universities:
While cultural disbelief finds the cultural background of ‘non-native speaker’ teachers, and indeed students [italics added], deficient and problematic, cultural belief perceives the cultural background of any teacher or student to be a resource.
(Holliday 2013: 21)
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Bibliography
Aykaç, Ç. 2008. What Space for Migrant Voices in European Anti-Racism? In Delanty, G., Wodak, R. & Jones, P. (eds) Identity, Belonging, and Migration. Liverpool: Liverpool University Press: 120–133.
Benesch, S. 2001. Critical English for Academic Purposes: Theory, Politics and Practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Bernaschina, P. & Smith, S. 2012. Embedded writing instruction in the first year curriculum. Journal of Learning Development in Higher Education, Special Edition: Developing Writing in STEM Disciplines, November 2012.
Bhabba, H. 1990. The Third Space: Interview with Homi Bhabba. In Rutherford, J. (ed.) Identity: Community, Culture, Difference. London: Lawrence & Wishart: 207–221.
Burr, V. 1995. An Introduction to Social Contructionism. London & New York: Routledge.
Cameron, D., Frazer, E. H. P., Rampton, B. H. & Richardson, K. 1992. Researching Language: Issues of Power and Method. London: Routledge.
Canagarajah, A. S. 1997. Challenges in English literacy for African-American and Sri Lankan Tamil Learners: Towards a pedagogical paradigm for dialectical and bilingual minority students. Language and Education, 11 (1): 15–37.
Canterbury Christchurch University 2014. Managing your own learning, Retrieved from http://www.canterbury.ac.uk/graduate-skills/details.asp?loID=53 Accessed 21 October 2014.
Delanty, G., Wodak, R. & Jones, P. (eds) 2008. Identity, Belonging, and Migration. Liverpool, GB: Liverpool University Press.
Ganobcsik-Williams, L. 2006. Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. London: Palgrave Macmillan.
Gee, J. P. 2008. Social Linguistics and Literacies: Ideology in Discourses (3rd ed.). London: Taylor & Francis.
Harris, R. 2006. New Ethnicities& Language Use. Basingstoke, Hampshire: Palgrave Macmillan.
Harris, R. & Thorp, D. 1999. Language, Culture and Learning: Some Missing Dimensions to EAP. In Bool, H. & Luford, P. (eds) Academic Standards and Expectations. Nottingham: Nottingham University Press: 5–18.
Harwood, N. & Hadley, G. 2004. Demystifying institutional practices: Critical pragmatism and the teaching of academic writing. English for Specific Purposes, 23 (4): 355–377.
Holliday, A. 2006. Native-speakerism; key concepts in ELT. English Language Teaching Journal, 60 (4): 385–387.
Holliday, A. 2011. Intercultural Communication and Ideology. London: Sage.
Holliday, A. 2013. ‘Native Speaker’ Teachers and Cultural Belief. In Houghton, S. A. & Rivers, Damien, J. (eds) Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education. Bristol: Multilingual Matters: 17–26.
Kubota, R. 2003. New approaches to gender, class, and race in second language writing. Journal of Second Language Writing, 12: 31–47.
Lavia, J. 2010. Caribbean Thought and the Practice of Community. In Lavia, J. & Moore, M. (eds) Cross-Cultural on Policy and Practice: Decolonising Community Contexts. London/New York: Routledge: 28–42.
Lazar, G. & Ellis, E. 2010. Genre as implicit methodology in a collaborative writing initiative. International Journal of English Studies, 2 (1): 155–168.
Lewis, C. & Ketter, J. 2011. Learning as Social Interaction: Interdiscursivity in a Teacher and Researcher Study Group. In Rodgers, R. (ed.) An Introduction to Critical Discourse Analysis in Education (3rd ed.). Oxford/New York: Routledge: 117–146.
Lillis, T. 2001. Student Writing: Access, Regulation, Desire. London/New York: Routledge.
Lillis, T. & Scott, M. 2007. Defining academic literacies research: Issues of episte-mology, ideology and strategy. Journal of Applied Linguistics, 4 (1): 5–32.
Lippi-Green, R. 1997. English with an Accent: Language Ideology, and Discrimination in the United States. London: Routledge.
Marshall, D. & Case, J. 2010. Rethinking ‘disadvantage’ in higher education: a paradigmatic case study using narrative analysis. Studies in Higher Education, 35 (5): 491–504.
Matsuda, P. K. 2010. The Myth of Linguistic Homogeneity in U.S. College Composition. In Horner, B., Lu, M. & Matsuda, P. (eds) Cross Language Relations in Composition. Carbondale, IL: Southern Illinois University Press: 81–96.
Nero, S. 2005. Language, identities, and ESL pedagogy. Language and Education, 19 (3): 194–211.
Norton, B. 2000. Identity and Language Learning: Gender, Ethnicity and Educational Change. Harlow, England: Longman.
Odeniyi, V. 2014. An Exploration of Students from the African Diaspora Negotiating Academic Literacies. Unpublished Doctoral Thesis. Department of English & Language Studies, Canterbury Christ Church University, Canterbury.
Okpewho, I 2009. Introduction: Can we ‘go home again’? In Okpwho, I. & Nzegwu, N. (eds) The New African Diaspora. Bloomington and Indianapolis: Indiana University Press: 3–30.
Orr, S. & Blythman, M. 2003. An Analysis of the Discourse of Study Support at the London Institute. In Bjork, L., Brauer, G., Reinecker, L. & Jorgensen, P. S. (eds) Teaching Academic Writing in European Higher Education. Dordrecht, The Netherlands: Kluwer Academic Publishers: 175–184.
Pennycook, A. 2001. Critical Applied Linguistics: A Critical Introduction. New Jersey: Lawrence Erlbaum.
Read, B., Archer, L. & Leathwood, C. 2003. Challenging cultures? Student conceptions of ‘Belonging’ and ‘Isolation’ at a post-1992 university. Studies in Higher Education, 28 (3): 261–277.
Shin, H. 2006. Rethinking TESOL from a SOL’s perspective: Indigenous epistemology and decolonizing praxis in TESOL. Critical Inquiry in Language Studies: An International Journal, 3 (2 & 3): 147–167.
Spears, A. K. (ed.) 1999. Race and Ideology: Language, Symbolism, and Popular Vulture. Detroit: Wayne State University Press.
Soliday, M. 2002. The Politics of Remediation: Institutional and Student Needs in Higher Education. Pittsburgh, PA: University of Pittsburgh Press.
Street, B. 2004. Academic literacies and the ‘new orders’: implications for research and practice in student writing in higher education. Learning and Teaching in the Social Sciences, 1 (1): 9–20.
Zeleza, P. T. 2009. Diaspora Dialogues: Engagement between Africa and its Diasporas. In Okpewho, I. & Nzegwu, N. (eds) The New African Diaspora Bloomington/Indianapolis, IN: Indiana University Press: 31–58.
Editor information
Editors and Affiliations
Copyright information
© 2015 Victoria Odeniyi
About this chapter
Cite this chapter
Odeniyi, V. (2015). The Politics of Remediation: Cultural Disbelief and Non-traditional Students. In: Swan, A., Aboshiha, P., Holliday, A. (eds) (En)Countering Native-speakerism. Palgrave Advances in Language and Linguistics. Palgrave Macmillan, London. https://doi.org/10.1057/9781137463500_11
Download citation
DOI: https://doi.org/10.1057/9781137463500_11
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-55208-5
Online ISBN: 978-1-137-46350-0
eBook Packages: Palgrave Education CollectionEducation (R0)