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Critical English language teaching (ELT) research is expanding in scope, covering topics such as linguistic imperialism, native-speakerism, and the intersections between issues of race, class, and gender. With this expansion comes a requirement for robust and rigorous methods of data collection and analysis for researchers to employ. This article puts forward 'frame analysis' as a tool for analysing data in critical ethnography, particularly in ELT. Frame analysis is the systematic investigation of the organisational principles which people draw on in interpreting actions and events. After describing the conception of critical theory in which this discussion is situated, the paper gives a theoretical and overview of the concepts of 'frames' and 'framing', with a focus on social movement research. A step-by-step discussion is provided explaining how frame analysis can help to identify hidden ideologies in a research setting as a part of critical ethnography, before supplying a concrete example of data analysis using this approach. It is suggested that frame analysis may be a useful part of a critical ethnographer's toolkit, particularly in terms of identifying hidden ideological assumptions in research setting.

This paper presents a duoethnographic study into the effects of native-speakerism on the professional lives of two English language teachers, one "native", and one "non-native speaker" of English. The goal of the study was to build on and extend existing research on the topic of native-speakerism by investigating, through dialogic interaction, the complex ways in which this ideology can influence the lives and career trajectories of individual language teachers. We show that the effects of native-speakerism can vary greatly from person to person based on not only their "native" or "non-native" positioning, but also on geography, teaching context and personal disposition.

Observations of U.S. and Japanese education and facility design are explained through instruments used to relate clients' values to building design. These include a survey of pedagogy, the curriculum audit, a behavior activity survey, a classroom evaluation, and a work-space audit. (MLF)

Native-speakerism is an ideology in English language teaching (ELT) in which so-called "native speaker" teachers, and the culture they are believed to represent, are perceived to be norm-providing both for the English language and for the ways in which English is taught around the world. While native-speakerism has been written on extensively, this study investigates one area in particular - the prevalence of "centre" qualifications (those awarded by institutes in the political West) in "periphery" educational settings. By investigating the qualifications held by instructors (both "native" and "non-native" speakers) working on large ELT programs at three Japanese universities and comparing these data to the number of similar qualifications available in Japanese universities, the research shows a possible bias towards centre qualifications in two of the institutions, and an overall bias in the data as a whole. It is suggested that this may be indicative of a subtle native-speakerism at play in which Western methods and approaches are preferred or idealised over locally developed techniques. [ABSTRACT FROM AUTHOR]