“That's why I never learned English from Indonesian teachers”:
Investigating Native-Speakerism in YouTube Video Comments
Keywords:
Sacha Stevenson, Seleb English
Abstract
This study aims to examine the extent to which native-speakerism (NS) is embedded in the comments responding to a YouTube video entitled “Salah Kursus Bahasa Inggris?- Seleb English” by a YouTuber named Sacha Stevenson. The researchers believe that native-speakerism, an ideology that creates a power imbalance favoring native speakers of English over nonnative speakers of English, is present in the video, in which the content creator scrutinizes Indonesian people’s English accents. However, this paper focuses on the comments responding to the video, since they can show to what extent NS is adopted by EFL speakers/learners in Indonesia. The data was retrieved using YouTube Data API and Python programming language, sorted using Microsoft Excel, and categorized by applying three reading steps into four levels which spans from 0 (no indication of native speakerism) to 3 (strong indication of native speakerism). The findings are presented descriptively and analyzed within the theoretical framework on NS. The results suggest that NS is present in the observed comments on all four levels, which suggests how deeply embedded the NS ideology within the community of Indonesian English language learners and speakers. Suggestions on how to counter this ideology are presented in conclusion.
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References
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Kopperoinen, A. (2011). Accents of English as a lingua franca: a study of Finnish textbooks. International Journal of Applied Linguistics, 21(1), 71-93.
Kumaravadivelu, B. (2003). A postmethod perspective on English language teaching. World Englishes, 22(4), 539-550.
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Rivers, D. J. (2016). Employment advertisements and native-speakerism in Japanese higher education. LETs and NESTs: Voices, views and vignettes, 79-100.
Rubin, D. L., & Smith, K. A. (1990). Effects of accent, ethnicity, and lecture topic on undergraduates' perceptions of nonnative English-speaking teaching assistants. International journal of intercultural relations, 14(3), 337-353.
Ruecker, T., & Ives, L. (2015). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL quarterly, 49(4), 733-756.
Santana-Williamson, E., & Kelch, K. (2002). ESL students’ attitudes toward native and non-native speaking instructors’ accents. CATESOL journal, 14(1), 57-72.
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Kaldina, V. (2018). Composing pantun in English: Indonesian EFL students' perceptions and desire to write poetry in the EFL classroom. Indiana University of Pennsylvania.
Vingilis, E., Yildirim-Yenier, Z., Vingilis-Jaremko, L., Seeley, J., Wickens, C. M., Grushka, D. H., & Fleiter, J. (2018). Young male drivers’ perceptions of and experiences with YouTube videos of risky driving behaviours. Accident Analysis & Prevention, 120, 46-54.
Wang L.-Y. (2012). Moving towards the transition: Non-native EFL teachers’ perception of native-speaker norms and responses to varieties of English in the era of global spread of English. Asian EFL Journal, 14(2), 46-78.
Weber, A., Broersma, M., & Aoyagi, M. (2011). Spoken-word recognition in foreign-accented speech by L2 listeners. Journal of Phonetics, 39(4), 479-491.
Widdowson, H. G. (1994). The ownership of English. TESOL quarterly, 28(2), 377-389.
Albahlal, F. (2019). The Impact of YouTube on Improving Secondary School Students’ Speaking Skills: English Language Teachers’ Perspectives. Journal of Applied Linguistics and Language Research, 6(2), 1-17.
Alenazi, O. (2014). The employment of native and non-native speaker EFL teachers in Saudi higher education institutions: programme administrators' perspective (Doctoral dissertation, Newcastle University).
Alkathiri, L. (2019). Students’ Perspectives towards Using Youtube in Improving EFL Learners’ Motivation to Speak. Journal of Education and Culture Studies, 3(1), 12-30.
Alobaid, A. (2020). Smart multimedia learning of ICT: role and impact on language learners’ writing fluency— YouTube online English learning resources as an example. Smart Learning Environments, 7(1), 24.
Anwas, E., Sugiarti, Y., Permatasari, A., Warsihna, J., Anas, Z., Alhapip, L., Siswanto, H., & Rivalina, R. (2020). Social Media Usage for Enhancing English Language Skill. Int. J. Interact. Mob. Technol.
Braine, G. (2010). Nonnative speaker English teachers: Research, pedagogy, and professional growth. Routledge.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.
Canagarajah, S. (2007). Lingua franca English, multilingual communities, and language acquisition. The modern language journal, 91, 923-939.
Canagarajah, S. (2009). The plurilingual tradition and the English language in South Asia. AILA Review, 22(1), 5-22.
Canagarajah, S., & Said, S. B. (2011). Linguistic imperialism. The Routledge handbook of applied linguistics, 388-400.
Canagarajah, A. S. (2013). Interrogating the “native speaker fallacy”: Non-linguistic roots, non-pedagogical results. In Non-native educators in English language teaching (pp. 77-92). Routledge.
Chiba R., Matsuura H., Yamamoto A. (1995). Japanese attitudes towards English accents. World Englishes, 14(1), 77-86.
Chung, S., & Cho, H. (2017). Fostering parasocial relationships with celebrities on social media: Implications for celebrity endorsement. Psychology & Marketing, 34(4), 481-495.
Clymer, E., Alghazo, S., Naimi, T., & Zidan, M. (2020). CALL, NS/Culturism, and neoliberalism. Interchange, 51, 209-237.
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL quarterly, 33(2), 185-209.
Davies, A. (2003). The native speaker: Myth and reality (Vol. 38). Multilingual matters.
Domingo, E. V. (2022). NS in the Hiring and Visual Depiction of Teachers in Recruitment Websites of Online English Schools in Asia. Unpublished PhD Thesis]. Saint Louis University, Baguio Philippines.
Episcopo, S. A. (2009). Non-native speaker attitudes toward non-native English accents.
Erarslan, A. (2019). Instagram as an Education Platform for EFL Learners.. Turkish Online Journal of Educational Technology.
English | Ethnologue Free (n.d.) Ethnologue (Free All). https://www.ethnologue.com/language/eng
Fairclough, N. (1992). Intertextuality in critical discourse analysis. Linguistics and education, 4, 269-93.
Fairclough, N. (2013). Critical discourse analysis: The critical study of language. Routledge.
Graddol, D. (2003). The decline of the native speaker. Translation today: Trends and perspectives, 152-167.
Hendriks, B., van Meurs, F., & Reimer, A. K. (2018). The evaluation of lecturers' nonnative-accented English: Dutch and German students' evaluations of different degrees of Dutch-accented and German-accented English of lecturers in higher education. Journal of English for Academic Purposes, 34, 28-45.
Holliday, A. (2006). NS. ELT journal, 60(4), 385-387.
Holliday, A., Aboshiha, P., & Swan, A. (Eds.). (2015). (En) countering NS: Global perspectives. Springer.
Horton, D., & Richard Wohl, R. (1956). Mass communication and para-social interaction: Observations on intimacy at a distance. psychiatry, 19(3), 215-229.
Houghton, S. A., & Bouchard, J. (2020). NS. Singapore, Springer.
Houghton, S. A., & Rivers, D. J. (Eds.). (2013). Native-speakerism in Japan: Intergroup dynamics in foreign language education (Vol. 151). Multilingual Matters.
Hwang, K., & Yim, S. Y. (2019). The negative influence of NS on the sustainability of linguistic and cultural diversities of localized variants of English: A study of local and expatriate teachers in South Korea. Sustainability, 11(23), 6723.
Jenkins, S. (2017). The elephant in the room: discriminatory hiring practices in ELT. Elt Journal, 71(3), 373-376.
Kachru, B. B. (1986). The power and politics of English. World Englishes, 5(2‐3), 121-140.
Kaur, P. (2014). Accent attitudes: Reactions to English as a lingua franca. Procedia-Social and Behavioral Sciences, 134, 3-12.
Kirkpatrick, A. (2010). English as a lingua franca in ASEAN: A multilingual model (Vol. 1). Hong Kong University Press.
Kopperoinen, A. (2011). Accents of English as a lingua franca: a study of Finnish textbooks. International Journal of Applied Linguistics, 21(1), 71-93.
Kumaravadivelu, B. (2003). A postmethod perspective on English language teaching. World Englishes, 22(4), 539-550.
Lestari, D., & German, E. (2021). Incorporating Instagram Features in EFL Learning Environment. Metathesis: Journal of English Language, Literature, and Teaching.
Liu, J. (1999). Nonnative‐English‐speaking professionals in TESOL. Tesol Quarterly, 33(1), 85-102.
Llurda, E. (2004). Non‐native‐speaker teachers and English as an International Language. International journal of applied linguistics, 14(3), 314-323.
Macedo, D., Dendrinos, B., & Gounari, P. (2015). Hegemony of English. Routledge.
Nye, Joseph S. (2002), The Paradox of American Power: Why The World’s Only Superpower Can’t Go It Alone, Oxford University Press.
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
Pujiati, H., & Tamela, E. (2019, August). The use of Instagram to increase students’ motivation and students’ competence in learning English. In 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019) (pp. 651-656). Atlantis Press.
Rivers, D. J. (2016). Employment advertisements and native-speakerism in Japanese higher education. LETs and NESTs: Voices, views and vignettes, 79-100.
Rubin, D. L., & Smith, K. A. (1990). Effects of accent, ethnicity, and lecture topic on undergraduates' perceptions of nonnative English-speaking teaching assistants. International journal of intercultural relations, 14(3), 337-353.
Ruecker, T., & Ives, L. (2015). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL quarterly, 49(4), 733-756.
Santana-Williamson, E., & Kelch, K. (2002). ESL students’ attitudes toward native and non-native speaking instructors’ accents. CATESOL journal, 14(1), 57-72.
Steger, M., & James, P. (2010). Introduction: Ideologies of globalism. In Globalization and Culture: Ideologies of Globalism: Volume 4 (pp. ix-xxxi). Sage.
Stevenson, S. 2020, August 19. SALAH kursus Bahasa Inggris - SELEB ENGLISH. YouTube . Retrieved from https://youtu.be/v3FVJNqM-jA
Tupas, R. (2022). The coloniality of NS. Asian Englishes, 24(2), 147-159.
Kaldina, V. (2018). Composing pantun in English: Indonesian EFL students' perceptions and desire to write poetry in the EFL classroom. Indiana University of Pennsylvania.
Vingilis, E., Yildirim-Yenier, Z., Vingilis-Jaremko, L., Seeley, J., Wickens, C. M., Grushka, D. H., & Fleiter, J. (2018). Young male drivers’ perceptions of and experiences with YouTube videos of risky driving behaviours. Accident Analysis & Prevention, 120, 46-54.
Wang L.-Y. (2012). Moving towards the transition: Non-native EFL teachers’ perception of native-speaker norms and responses to varieties of English in the era of global spread of English. Asian EFL Journal, 14(2), 46-78.
Weber, A., Broersma, M., & Aoyagi, M. (2011). Spoken-word recognition in foreign-accented speech by L2 listeners. Journal of Phonetics, 39(4), 479-491.
Widdowson, H. G. (1994). The ownership of English. TESOL quarterly, 28(2), 377-389.
Published
2023-10-30
How to Cite
Kaldina, V. and Darmawan, I. N. (2023) “‘That’s why I never learned English from Indonesian teachers’:”, Berumpun: International Journal of Social, Politics, and Humanities, 6(2), pp. 73-87. doi: 10.33019/berumpun.v6i2.110.
Section
Research Articles
Copyright (c) 2023 Owned by the Author(s), published by Berumpun: International Journal of Social, Politics and Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
