We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure coreplatform@cambridge.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
Native-speakerism is a deeply embedded prejudice that perpetuates unequal power dynamics in language education. By introducing the liberating concept of trans-speakerism, this innovative book dismantles prevalent biases and reshapes the discourse in the field. It proposes inclusive designations such as global speaker of English (GSE), global teacher of English (GTE), and global Englishes researcher (GER), and urges a shift away from labels that maintain marginalization. By systematically reviewing previous studies, it challenges native-speakerism, and seeks to advance diversity, equity, and inclusion for all language speakers, teachers and researchers – transcending the limitations imposed by speakerhood statuses. The volume features the voices of non-native English-speaking (NNES) secondary school teachers, graduate students, and university professors in Japan, highlighting the strengths, interests, and uniqueness of language practitioners and researchers – both intellectually and emotionally. It ultimately encourages all language educators, researchers, and policymakers to oppose biases, welcome linguistic diversity, and develop inclusive language education environments.
Recommend this
Email your librarian or administrator to recommend adding this to your organisation's collection.