Contents
About the Contributors
Acronyms
Chapter 1: Introduction
1.1 Genesis of the Book
1.2 Focus of the Current Volume
References
Part I: The `Resilience ́of Native-Speakerism
Chapter 2: The Resilience of Native-Speakerism: A Realist Perspective
2.1 Introduction
2.2 Resilience
2.2.1 A General View of Resilience
2.2.2 References to the Resilience of Native-Speakerism
2.2.2.1 Policy, Textbooks, and Classroom Practices
2.2.2.2 Teacher Training
2.2.2.3 Emotionality and Self-Imposed Oppression
2.2.2.4 Rigid Views of Language and Culture

2.2.2.5 Native-Speakerism as Part of a Network of Ideologies
2.2.2.6 The Possibility of Hegemony
2.3 Conceptual Building Blocks
2.3.1 Native-Speakerism as (Language) Ideology
2.3.2 Native-Speakerism and Nation-State Ideology
2.3.3 Questioning the Notion of Ideology, and Bourdieuś Notion of Doxa
2.3.4 Implications for Native-Speakerism Critique
2.4 Domain Theory
2.5 Ideological Resilience and the Centrality of Agency
2.6 Conclusion
References

Chapter 3: Native-Speakerism and Nihonjinron in Japanese Higher Education Policy and Related Hiring Practices: A Focus on the ...
3.1 Introduction
3.2 Native-Speakerism, Nihonjinron and Hiring Practices
3.3 This Study
3.4 Terminology Used in Public Documents Relating to TGUP
3.4.1 Terminology Used in Official Documents
3.4.2 Terminology Used in Job Advertisements
3.5 The People Actually Hired
3.6 Conclusions
References
Chapter 4: English as a Foreign Language Teachers ́Understandings of the Native/Non-native Dichotomy: An Argentine Perspective
4.1 Introduction

4.2 Background
4.2.1 Context
4.2.2 The Argentine System of Education
4.2.3 Language Education and the Case of English Language Teaching
4.3 The Case Study: Methodology
4.4 Findings and Discussion
4.4.1 The Linguistic and Intercultural Dimensions
4.4.2 The Pedagogic Dimension
4.4.3 Self-Perceived Prejudice and Stereotyping against the NNST
4.5 Conclusion
References
Chapter 5: Overcoming Native-Speakerism Through Post-Native-Speakerist Pedagogy: Gaps Between Teacher and Pre-Service English ...
5.1 Background to the Study

5.1.1 A Post-Native-Speakerist Framework for Language Learning
5.1.2 Dance as Non-Verbal Communication
5.1.3 Non-Verbal Communication in the CEFR (2001)
5.1.4 Intercultural Communicative Competence in the CEFR (2001)
5.1.5 Connecting Dance and Language Practices
5.2 Research Methods
5.2.1 Framing the Research Question
5.2.2 Research Design
5.3 Results
5.3.1 Pre-Course Questionnaires (PCQ)
5.3.1.1 Parts 1 and 2
5.3.1.2 Parts 3 and 4
5.3.1.3 Summary
5.3.2 Coursework and Learning Diaries
5.3.2.1 Student-Generated Themes
5.3.2.2 Communication
5.3.2.3 Language.