Differences between Native Speakerism and Nationality

"Native Speakerism" and "Nationality" are two different concepts that often intersect but are distinct in their meanings, particularly in language and cultural contexts.

Native Speakerism

Native speakerism refers to the belief or practice that native speakers of a language hold an inherent advantage or superiority in using and teaching that language. This idea often manifests in various fields, particularly in education and linguistics, where native speakers are considered the "ideal" or "authentic" users of a language. It leads to biases such as:

• Preference in hiring: Native speakers might be preferred over non-native speakers for teaching or language-related jobs.
• Language purity: There may be a belief that non-native speakers' language usage is somehow "incorrect" or "inferior," even if it's functional and intelligible.
• Assumption of expertise: Being a native speaker is often equated with being an expert in the language, even though expertise can be independent of nativity.

However, this concept is often criticized because it overlooks the diverse experiences and knowledge of non-native speakers, who may be more proficient or experienced in using a language in certain contexts than native speakers.

Nationality

Nationality, on the other hand, refers to the country or nation to which a person belongs, usually denoted by citizenship. Nationality is tied to legal and political identity, and it often reflects one's cultural and historical connection to a specific country or region. Nationality is a political and legal status, and it doesn't necessarily correlate with one's ability to speak a particular language, even if the language is associated with that nation.

Intersection and Distinctions:

1. Language and Nationality: People may assume that a person's nationality determines the language they speak, but this is not always true. For example, a person born in Spain (Spanish nationality) may speak Catalan, English, or another language more fluently than Spanish. Conversely, a person from the United States (American nationality) may speak Spanish as their first language.

2. Native Speakerism and Nationality: Native speakerism often assumes that a person's nationality directly equates to their being a "native speaker" of a language. For example, a person from England would typically be considered a "native speaker" of English. But this ignores the fact that someone who learned English later in life can still be highly proficient and a "native-like" speaker, regardless of their nationality.

3. Cultural Identity: Nationality can influence cultural identity, but being a "native speaker" is a linguistic rather than a cultural category. A native speaker might not have strong cultural ties to the country where the language is spoken, and someone of a different nationality might fully identify with the culture of a language they speak fluently.

In short, while nationality refers to a person's citizenship and legal status, native speakerism is a linguistic and educational concept that often conflates nativity with proficiency. Understanding both terms helps highlight the complexities of language, identity, and power dynamics in global communication.

Bibliographic References 

Holliday, A. (2005). The Struggle to Teach English as an International Language. Oxford University Press.

This book discusses the challenges and complexities of English language teaching in a global context, addressing the role of native speakerism and its relation to national identities.

Pennycook, A. (1994). The Cultural Politics of English as an International Language. Longman.

Pennycook explores the politics behind the spread of English and how native speakerism relates to national identities, especially in post-colonial contexts.

Canagarajah, S. (1999). Resisting Linguistic Imperialism in English Teaching. Oxford University Press.

This book critically examines the dominance of native-speaker norms in English teaching and its connection to issues of nationality, race, and power.

Sifakis, N. (2017). English as a Lingua Franca: Theorizing and Teaching English. Springer.

Sifakis' work delves into the concept of English as a global lingua franca, challenging native-speakerism and exploring how it intersects with national identity and multiculturalism.

Kachru, B. B., Kachru, Y., & Nelson, C. L. (2006). The Handbook of World Englishes. Blackwell Publishing.

This comprehensive volume offers various perspectives on English across the world, including discussions on native speakerism and how national and cultural identities influence language use.

Benesch, S. (2001). Critical English for Academic Purposes: Theory, Politics, and Practice. Lawrence Erlbaum Associates.

This book critiques the assumption that native speaker norms are the standard in academic English, with a focus on how nationality and identity affect language use in educational contexts.

Makoni, S., & Pennycook, A. (2007). Disinventing and Reconstituting Languages. Multilingual Matters.

The authors discuss how notions of "native speakers" and nationality are socially constructed and how these constructions influence language teaching and learning globally.

Rampton, B. (1990). Displacing the "Native Speaker": Expertise, Authority, and the Role of Non-native Teachers of English. In A. Hughes, P. Trudgill, D. Watt, & D. Jones (Eds.), English Accents and Dialects (pp. 116-132). Routledge.

This essay challenges the traditional authority of native speakers in language teaching and explores the influence of non-native teachers, offering insights into the interplay between native speakerism and national identity.