(En)countering native-speakerism: global perspectives
(En)countering native-speakerism: global perspectives
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（遭遇）对抗母语主义：全球视角
DOI：
10.1080/00437956.2016.1275354
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
K. Rajagopalan
中科院分区：
文献类型：
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作者：
K. Rajagopalan
“母语者主义”一词是霍利迪（Holliday，2005）创造的，旨在指代一种普遍的假设，即一种语言的真正守护者是其“母语者”，这一观念植根于现代语言学的基本信念之一，在诺姆·乔姆斯基（Noam Chomsky，1965：3）经常引用的以下声明中得到了强调和明确的体现。“语言学理论主要关注的是在一个完全同质的言语社区中，有一个理想的说话者-听者，他完全了解其语言[……]。这个想法本身要古老得多，而且母语者形象的首要地位长期以来一直是语言学史上几乎从未受到质疑的信念。然而，Hackert (2012: 12) 指出，“[b]在 2012 世纪 80 年代之前，母语者的概念并没有被明确讨论过”——我理解她的意思是，它只是被认为是理所当然的。虽然只要人们对语言进行纸上谈兵的理论，这个立场就可以被认为是一个很好的讨论起点，但在语言教学圈子里，毫无疑问它已经产生了非常有害的后果。 （拉贾戈帕兰，正在出版）。鉴于英语已成为世界语言教学市场上的商品这一不可否认的事实，在英语语言教学领域尤其如此——这是一个全球价值数十亿美元的商业企业。母语主义从我在别处所说的母语者形象的“神化”中抬起了丑陋的头（Rajagopalan 1997）。当它呈现出赤裸裸的民族中心主义和毫不掩饰的种族色彩时，它就变得更加危险（正如它经常发生的那样）（Rajagopalan 2015）。 2014年，英国牛津大学有色人种学生发起的“我也是牛津”运动见证了这种氛围可能产生的被压抑的不良情绪，该运动迅速传播并在该国其他地方的许多学生中引起共鸣，证明了问题的严重性以及采取措施的紧迫性。这里备受关注的这本书共 12 章，讨论了母语文化的不同方面。正如其富有想象力的标题一样，特别是第一个单词，通过巧妙地使用该单词第一个音节周围的括号 (en) countering，本书兼顾了它所承诺的两个部分：识别到处都是母语主义的明显迹象，同时也提出有效应对这些迹象的方法。这 12 章分为 4 个部分，分别为“揭露意识形态：促进英语教学中的母语倾向”、“母语主义与英语教师”、“母语主义与身份认知”和“学术环境中的母语主义”。
The term ‘native-speakerism’was coined by Holliday (2005) in order to refer to the widespread assumption that the true custodian of a language is its ‘native speaker,’an idea that had its roots in one of the founding beliefs of modern linguistics, so emphatically and unequivocally captured in the following oft-quoted pronouncement by Noam Chomsky (1965: 3).‘Linguistic theory is concerned primarily with an ideal speaker-listener, in a completely homogeneous speech-community, who knows its language perfectly […].’The idea itself is much older and the primacy of the figure of the native speaker has long been a belief hardly ever questioned in the history of linguistics. Hackert (2012: 12), however, points out that ‘[b] efore the 1980s, the notion of the native speaker was not explicitly discussed’–it was, I understand her as implying, simply taken for granted.While this position may be considered as good a starting point for discussion as any other so long as one is doing arm-chair theorizing about language, in languageteaching circles, there can be no doubt whatsoever that it has had very deleterious consequences (Rajagopalan, in press). This is especially the case in the sphere of English Language Teaching–a multi-billion-dollar business enterprise around the world, given the undeniable fact that the English language has become a commodity on the world language-teaching market. Native-speakerism reared its ugly head from what I have elsewhere called the ‘apotheosis’ of the figure of the native speaker of language (Rajagopalan 1997). It becomes all the more dangerous when it takes on, as it often does, starkly ethnocentric and unabashedly racial overtones (Rajagopalan 2015). The ‘I, too, am Oxford’campaign launched by colored students at Oxford University in the UK in 2014 bears witness to the pent-up ill feelings that such a climate can generate and the speed with which that campaign went viral and resonated with many students elsewhere in that country testifies to the gravity of the problem and the urgency of the need to do something about it. The volume under the spotlight here is a collection of 12 chapters addressing different aspects of native-speakerism. True to its imaginative title, in particular the first word that, through the clever use of the parentheses around the first syllable of that word (en) countering, the book attends to both parts of what it promises: identifying the unmistakable signs of native-speakerism all over the place while also suggesting ways to counter them effectively. The 12 chapters are grouped in 4 parts, titled ‘Exposing the ideologies: promoting native-speakerish tendencies in ELT,’‘Native-speakerism and teachers of English,’‘Native-speakerism and perceptions of identity,’and ‘Native-speakerism in the academic environment,’respectively.