Résumés
Abstract
This article examines the covert native-speakerist strategies iTutorGroup utilizes to discriminate against teachers of nationalities the company appears to deem as undesired. Through content analysis of numerous job application submissions to iTutorGroup’s website, results show iTutorGroup’s automatic hiring process offers teachers of these nationalities a much lower potential wage and only a video-recorded asynchronous interview, if not complete refusal to an interview. In contrast, British, Australasian, and North American nationals are afforded a much higher potential wage as well as a one-on-one live interview. The company conceals these nuanced discriminatory strategies with a façade of equality since they are one of TESOL International Association’s Global Partners. As a Global Partner, iTutorGroup follows suit in pretending to uphold TESOL’s nondiscrimination policies.
Keywords:
- native-speakerism,
- discriminations,
- NEST,
- NNEST,
- racism
Résumé
Cet article examine les stratégies clandestines que l’iTutorGroup utilise pour discriminer contre les enseignants de nationalités qu’ils semblent considérer comme indésirables. Grâce à l’analyse du contenu de nombreuses soumissions de candidatures, les résultats montrent que le processus d’embauche automatique offre aux enseignants de ces nationalités perçus comme indésirables un salaire potentiel plus bas et seulement une entrevue asynchrone enregistrée sur vidéo, voire même un refus d’une entrevue. Les ressortissants britanniques, australasiens et nord-américains, bénéficient d’un salaire potentiel plus élevé ainsi que d’une entrevue individuelle en direct. La compagnie dissimule ces stratégies discriminatoires sous une façade d’égalité puisqu’elle est l’un des partenaires globaux de l’association internationale TESOL. En tant que partenaire global, iTutorGroup suit en prétendant respecter les politiques de non-discrimination.
Mots-clés :
- nativespeakerism,
- discriminations,
- NEST,
- NNEST,
- racisme
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Appleby, R. (2017). Occidental romanticism and English language education. In D. J. Rivers, & K. Zotzmann (Eds.), Isms in language education: Oppression, intersectionality and emancipation (pp. 249–266). De Gruyter. https://doi.org/10.1515/9781501503085-013
- Akcan, S., Aydin, B., Karaman, A. C., Seferoglu, G., Korkmazgil, S., Özbilgin, A., & Selvi, A. F. (2017). Qualities and qualifications of EFL professionals: What do intensive English program administrators think? TESOL Journal, 8(3), 675–699. https://doi.org/10.1002/tesj.293
- Alvarez, H. S. (2020). Critical literature review: Native speakerism within the Asian context. Journal of Belonging, Identity, Language, and Diversity, 4(2), 4–19.
- Amin, N. (1997). Race and the identity of the nonnative ESL teacher. TESOL Quarterly, 31(3), 580–583. https://doi.org/10.2307/3587841
- Asociación de Centros de Enseñanza de Idiomas de Andalucía. (2017, February 14). ACEIA se opone al uso del término “nativo” en los anuncios para la contratación de docentes de idiomas al considerarlo discriminatorio [ACEIA opposes the discriminatory use of the term "native" in advertisements used for hiring language teachers] [Press release]. https://nnest.moussu.net/docs/ACEIA_PressRelease(2017).pdf
- Association of British Columbia Teachers of English as an Additional Language. (2014). BC TEAL position statement against discrimination on the grounds of nationality, ethnicity or linguistic heritage. https://nnest.moussu.netdocs/BCTEAL_PositionStatement(2014).pdf
- Braine, G. (2010). Nonnative speaker English teachers: Research, pedagogy, and professional growth. Routledge. https://doi.or/10.4324/9780203856710
- Calafato, R. (2019). The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018. Lingua, 227. https://doi.org/10.1016/j.lingua.2019.06.001
- China’s iTutorGroup targets $2 billion valuation ahead of IPO. (2018, April 24). Bloomberg. http://search.ebscohost.com.proxy3.library.mcgill.ca/login.aspx?direct=true&db=bth&AN=140676854&scope=site
- English Program in Korea. (n.d.). Eligibility. http://www.epik.go.kr/contents.do?contentsNo=48&menuNo=275
- Fithriani, R. (2018). Discrimination behind NEST and NNEST dichotomy in ELT pofesionalism [sic]. KnE Social Sciences, 3(4), 741–755. https://doi.org/10.18502/kss.v3i4.1982
- Hickey, M. (2018). Thailand’s ‘English fever’, migrant teachers and cosmopolitan aspirations in an interconnected Asia. Discourse: Studies in the Cultural Politics of Education, 39(5), 738–751. https://doi.org/10.1080/01596306.2018.1435603
- Holliday, A. (2005). The struggle to teach English as an international language. Oxford University Press.
- Holliday, A. (2008). Standards of English and politics of inclusion. Language Teaching, 41(1), 119–130. https://doi.org/10.1017/s0261444807004776
- Hsu, H. (2005, November 28). Mainland bias against Chinese from the West. South China Morning Post. https://www.scmp.com/node/526855
- iTutorGroup. (2015). ITutorGroup raises landmark Series C financing, valuing the company at over $1 billion [Press release]. https://web.archive.org/web/20200218020642/http:/itutorgroup.com/news_03.html
- iTutorGroup. (2018, July 21). Keynote speech by iTutorGroup CEO Dr. Eric Yang at 2018 TESOL International Association China Assembly. Facebook. https://www.facebook.com/notes/696057414668295/?locale=zh_CN&paipv=0&eav=AfbOpe83lIx9N-1RbVCdeWUTPmdXfsp48A8brcpkyrbysve3IKLP2w7I18FKj_wNaFg
- iTutorGroup. (2020a, April 14). ITutorGroup: How an online education company helps to keep students in class amid COVID-19 [Press release]. https://www.prnewswire.com/news-releases/itutorgroup-how-an-online-education-company-helps-to-keep-students-in-class-amid-covid-19-301039995.html
- iTutorGroup. (2020b). Teaching requirements. https://web.archive.org/web/20191217010146/https://join.itutorgroup.com/#/?fromwhere=groupsite
- Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535–543. https://doi.org/10.2307/3588493
- Kachru, B. B. (1992). Models for non-native Englishes. In B. Kachru (Ed.), The other tongue: English across cultures (pp. 48–74). University of Illinois Press.
- Kachru, B. B., & Nelson, C. L. (1996). World Englishes. In S. L. Mckay & N. H. Hornberger (Eds.), Sociolinguistics and language teaching (pp. 71–102). Cambridge University Press.
- Keaney, G. (2016). NEST schemes and their role in English language teaching: A management perspective. In F. Copland, S. Garton, & S. Mann (Eds.), LETs and NESTs: Voices, views and vignettes (pp. 126–146). British Council.
- Kiczkowiak, M. (2014, July 18). Native English-speaking teachers: Always the right choice? Voices Magazine. https://www.britishcouncil.org/voices-magazine/native-english-speaking-teachers-always-right-choice
- KOTESOL. (2019). KOTESOL non-discrimination policy. https://koreatesol.org/sites/default/files/pdf/KOTESOL-nondiscrimination-policy-rev-2019-6_0.pdf
- Kubota, R., & Lin, A. (2006). Race and TESOL: Introduction to concepts and theories. TESOL Quarterly, 40(3), 471–493. https://doi.org/10.2307/40264540
- Leimgruber, J. R. E. (2013). The trouble with World Englishes. English Today, 29(3), 3–7. https://doi.org/10.1017/S0266078413000242
- Leonard, P. (2019). ‘Devils’ or ‘Superstars’? Making English language teachers in China. In Lehmann, A., & Leonard, P. (Eds.), Destination China: Immigration to China in the post-reform era (pp. 147–172). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-54433-9_7
- Liu, J. (2018). Native-speakerism in ELT: A case study of English language education in China. [Unpublished doctoral dissertation]. University of Liverpool.
- Lowe, R. J., & Pinner, R. (2016). Finding the connections between native-speakerism and authenticity. Applied Linguistics Review, 7(1), 27–52. https://doi.org/10.1515/applirev-2016-0002
- Mackenzie, L. (2021). Discriminatory job advertisements for English language teachers in Colombia: An analysis of recruitment biases. TESOL Journal, 12(1). https://doi.org/10.1002/tesj.535
- Magic Ears. (2019). Everything you want to know about Magic Ears is here. https://t.mmears.com/v2/learn?rf=Google
- Mahboob, A. & Golden R. (2013). Looking for native speakers of English: Discrimination in English language teaching job advertisements. Voices in Asia Journal, 1(1), 72–81.
- Online English Teaching. (n.d.). iTutor overview. https://www.onlineenglishteaching.com/itutor
- Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
- Rao, Z. (2009). Chinese students’ perceptions of native English-speaking teachers in EFL teaching. Journal of Multilingual and Multicultural Development, 31(1), 55–68. https://doi.org/10.1080/01434630903301941
- Rivers, D. J. (2013). Implications for identity: Inhabiting the ‘native-speaker’ English teacher location in the Japanese sociocultural context. In D. J. Rivers & S. A. Houghton (Eds.), Social identities and multiple selves in foreign language education (pp. 33–56). Bloomsbury. https://doi.org/10.5040/9781472542045.ch-002
- Rivers, D. J. (2016). Employment advertisements and native-speakerism in Japanese higher education. In F. Copland, S. Garton, & S. Mann (Eds.), LETs and NESTs: Voices, views and vignettes (pp. 126–146). British Council.
- Rivers, D. J., & Ross, A. S. (2013). Idealized English teachers: The implicit influence of race in Japan. Journal of Language, Identity & Education, 12(5), 321–339. https://doi.org/10.1080/15348458.2013.835575
- 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. https://doi.org/10.1002/tesq.195
- Selvi, A. F. (2010). All teachers are equal, but some teachers are more equal than others: Trend analysis of job advertisements in English language teaching. WATESOL NNEST Caucus Annual Review, 1, 156–181. https://www.academia.edu/226716/All_Teachers_are_Equal_but_Some_Teachers_are_More_Equal_than_Others_Trend_Analysis_of_Job_Advertisements_in_English_Language_Teaching_2010_
- Shao, T. (2005, October). Teaching English in China: NNESTs need not apply? NNEST Newsletter, 7(2). https://web.archive.org/web/20210225225741/https://www.tesol.org/news-landing-page/2011/10/27/nnest-news-volume-7-2-(october-2005)
- Song, S., & Zhang, Z. (2010). Re-imagining the employment of nonnative-English-speaking teachers in EFL contexts. Forum for Fair Employment Fall 2010 Newsletter, 1–2. https://web.archive.org/web/20101025202047/http://karen.stanley.people.cpcc.edu/Docs%20for%20FFE%20page/newsletters/Sept2010FFEnewsletter.doc
- Sołek-Borowska, C., & Wilczewska, M. (2018). New technologies in the recruitment process. Economics and Culture, 15(2), 25–33. https://doi.org/10.2478/jec-2018-0017
- Stake, R. E. (1995). The art of case study research. Sage.
- Stanley, P. (2013). A critical ethnography of 'Westerners' teaching English in China: Shanghaied in Shanghai. Routledge. https://doi.org/10.4324/9780203078051
- State Administration of Foreign Experts Affairs. (2018, January 26). Evaluation criteria for foreigners employed in China (trial). http://english.www.gov.cn/services/work_in_china/2018/01/26/content_281476026692276.htm
- Teach&GO. (2020, January 16). iTutorGroup review – The worst paying online teaching company? https://teachandgo.com/blog/itutorgroup-review/
- TESOL International Association. (n.d.). About. https://www.tesol.org/about/
- TESOL International Association. (2001, October). Position statement opposing discrimination. https://www.tesol.org/media/w4xmhupt/antidiscrimination.pdf
- TESOL International Association. (2006, March). Position statement against discrimination of nonnative speakers of English in the field of TESOL. https://www.tesol.org/media/d2gfeisk/position-statement-against-nnest-discrimination-march-2006-1.pdf
- TESOL International Association. (2020). Global Partnership Program. https://www.tesol.org/about-tesol/advertise-sponsor-or-exhibit/alliance-partnership
- TESOL-SPAIN. (2017). TESOL-SPAIN position statement against discrimination. https://nnest.moussu.net/docs/TESOLSpain_PositionStatement(2017).pdf
- Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 377–389.
- Yano, Y. (2009). The future of English: Beyond the Kachruvian three circle model? In K. Murata, & J. Jenkins (Eds.), Global Englishes in Asian contexts: Current and future debates (pp. 208–225). Palgrave Macmillan. https://doi.org/10.1057/9780230239531
- Zoltán, D. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.