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Frontiers in Educational Research, 2021, 4(10); doi: 10.25236/FER.2021.041012.

A Pedagogical Response to Native-speakerism in the Globalized Workplace: Suggestions for Workplace Writing/Communication Courses


Jingfang Ren, Wei Zhu

Corresponding Author:
Jingfang Ren

School of Foreign Languages, Nanjing Audit University, Nanjing, 211815, China


With the continued development of economic globalization, native-speakerism, with its biased claim of exclusive ownership by the so-called native speakers of English, has inevitably found its way into the globalized workplace, where English is used as an international working language. Despite growing criticism of native-speakerism in English education, there is a lack of research and scholarship on what EFL educators and teachers should do to tackle the challenges presented by this workplace reality. This paper offers a useful response to these challenges by putting forward some pedagogical suggestions based on an empirical investigation of the manifestation of native-speakerism in the globalized workplace. Workplace writing/communication courses are used as a case in point in the discussion of these pedagogical suggestions.


native-speakerism; English education; globalized workplace; communicative competence; workplace writing/communication

Cite This Paper

Jingfang Ren, Wei Zhu. A Pedagogical Response to Native-speakerism in the Globalized Workplace: Suggestions for Workplace Writing/Communication Courses. Frontiers in Educational Research (2021) Vol. 4, Issue 10: 58-64. https://doi.org/10.25236/FER.2021.041012.


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