Deconstructing Native-Speakerism in Scottish Academia: An intercultural relationship approach

Abstract

Native speakerism is a pervasive language ideology that shapes sociolinguistic hierarchies in multilingual academic settings. Although extensively examined within English language teaching (ELT) research, its broader impact on communication and sociocultural identity among second language (L2) speakers in higher education remains underexplored. This paper expands this discussion beyond ELT contexts, framing native-speakerism as a socially embedded and process-oriented phenomenon perpetuated through institutional discourses in Western universities. Drawing on sociolinguistic perspectives, this study investigated how native speakerist ideologies influenced student identities and communicative practices within a Scottish university. Using critical discourse analysis and semi-structured interviews with seven students (six international and one home), we examined how institutional policies and peer interactions contributed to the reproduction or deconstruction of native speakerist ideologies. The findings revealed that intercultural communication between L1 and L2 students facilitates the dismantling of sociolinguistic hierarchies. We propose a framework for leveraging institutional support structures such as intercultural initiatives, policy adaptations, and staff training to challenge native speakerism and enhance multilingual inclusivity and intercultural exchange. This study contributes to discussions on multilingualism and intercultural communication by providing strategies for universities to foster equitable academic spaces.