Language Ideologies and Native Speakerism in English Language Study Abroad Websites
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| Title: | Language Ideologies and Native Speakerism in English Language Study Abroad Websites |
|---|---|
| Language: | English |
| Authors: | Gareth Humphreys (ORCID |
| Source: | TESOL Quarterly. 2026 60(3):1315-1341. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Study Abroad, Web Sites, Language Attitudes, English (Second Language), Higher Education, Native Speakers, College Second Language Programs, Foreign Countries, Ideology |
| DOI: | 10.1002/tesq.70056 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | Study abroad (SA) English language programmes are now offered in an increasingly globalized market beyond solely Anglophone settings. This shift reflects the demand for English learning opportunities in global settings among speakers of diverse linguistic and cultural backgrounds. Websites associated with SA help prospective students evaluate and choose study options, and, given this influence, it is important to understand the SA websites' messaging about English language learning and use. This study examined how language ideologies, that is, beliefs, assumptions, and attitudes around language, are represented and reinforced through promotional narratives of English language learning in SA. A content analysis of 100 websites from language schools and university programmes in diverse international contexts explored this messaging, with particular attention to native speakerism, defined here as the belief that native speakers (of English) represent the ideal language models and teachers. The analysis identified four themes: contradictions between framings of inclusive practices and idealization of native English speakers; globalization of native speakerism; marginalization of multilingual practices in English communication; and marketing English as a pathway to success, but grounded in the authority of standard native English. The findings reveal how global SA marketing can reinforce rather than challenge dominant language ideologies. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1518187 |
| Database: | ERIC |
| Abstract: | Study abroad (SA) English language programmes are now offered in an increasingly globalized market beyond solely Anglophone settings. This shift reflects the demand for English learning opportunities in global settings among speakers of diverse linguistic and cultural backgrounds. Websites associated with SA help prospective students evaluate and choose study options, and, given this influence, it is important to understand the SA websites' messaging about English language learning and use. This study examined how language ideologies, that is, beliefs, assumptions, and attitudes around language, are represented and reinforced through promotional narratives of English language learning in SA. A content analysis of 100 websites from language schools and university programmes in diverse international contexts explored this messaging, with particular attention to native speakerism, defined here as the belief that native speakers (of English) represent the ideal language models and teachers. The analysis identified four themes: contradictions between framings of inclusive practices and idealization of native English speakers; globalization of native speakerism; marginalization of multilingual practices in English communication; and marketing English as a pathway to success, but grounded in the authority of standard native English. The findings reveal how global SA marketing can reinforce rather than challenge dominant language ideologies. |
|---|---|
| ISSN: | 0039-8322 1545-7249 |
| DOI: | 10.1002/tesq.70056 |
