1. Foreword 2. Acknowledgements 3. Chapter 1. Key concepts 4. Chapter 2. Historical overview of pronunciation 5. Chapter 3. A pedagogical perspective on L2 phonetic acquisition 6. Chapter 4. Pronunciation errors and error gravity 7. Chapter 5. Pronunciation instruction research 8. Chapter 6. Assessment of L2 pronunciation 9. Chapter 7. Technology in L2 pronunciation instruction 10. Chapter 8. Social aspects of accent 11. Chapter 9. The ethics of second language accent reduction 12. Chapter 10. Future directions 13. Glossary 14. References 15. Subject Index 16. Author Index

Pronunciation fundamentals : evidence-based perspectives for L2 teaching and research

In applied linguistics and language education, an increased focus has been placed on plurality and hybridity to challenge monolingualism, the native speaker norm, and the modernist view of language and language use as unitary and bounded. The multi/plural turn parallels postcolonial theory in that they both support hybridity and fluidity while problematizing the essentialist understanding of language and identity. However, postcolonial theory, which has been influenced by poststructuralism, met criticisms in the 1990s in cultural studies. The notion of hybridity has been especially criticized for its privileged status, individual orientation, and disparity between theory and practice. Furthermore, the conceptual features of the multi/plural turn overlap with neoliberalism and neoliberal multiculturalism, which uncritically support diversity, plurality, flexibility, individualism, and cosmopolitanism, while perpetuating color-blindness and racism. The multi/plural turn also neglects the ways in which neoliberal competition and the dominance of English affect scholars. This article examines the multi/plural trend by drawing on some critiques of postcolonial theory and neoliberal ideologies and proposes an increased attention to power and inequalities as well as collective efforts to resist the neoliberal academic culture underlying the multi/plural turn.

The Multi/Plural Turn, Postcolonial Theory, and Neoliberal Multiculturalism: Complicities and Implications for Applied Linguistics

In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands result-oriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.

The Decolonial Option in English Teaching: Can the Subaltern Act?

The concept of English as a lingua franca (ELF) has recently caused a great deal of controversy, much of it based on a misunderstanding of ELF. In this presentation, I shall first provide a brief history of lingua francas and then compare and contrast two major Asian lingua francas ‐ Bahasa Indonesia and Putonghua ‐ in order to show how different their developmental paths have been. The presentation will then consider the current role that English is playing as a lingua franca, with a particular focus on its role in the Association of Southeast Asian Nations (ASEAN) and East Asia. Examples of linguistic features of English as a lingua franca in Asia will be provided. These will be contrasted with linguistic features of vernacular varieties of English, varieties of world English and European ELF. Finally, possible implications of ELF in English language teaching, and the ‘multilingual model’ will be proposed. Suggestions on ways in which English/regional lingua francas and local languages might work together as languages of education will conclude the presentation.

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English as an Asian lingua franca and the multilingual model of ELT

The Native Speaker Is Dead

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's book Nonnative educators in English language teaching appears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

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Lucie Moussu

Papers

Non-native English-speaking English language teachers: History and research