ERIC Number: EJ946844
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8458
EISSN: N/A
Reconceptualizing the Native/Nonnative Speaker Dichotomy
Faez, Farahnaz
Journal of Language, Identity, and Education, v10 n4 p231-249 2011
This study reconceptualizes the native/nonnative dichotomy and provides a powerful lens to examine linguistic identities. In a study of 25 linguistically diverse teacher candidates in Canada, the respondents' native and nonnative self-ascription and self-assessed level of proficiency was juxtaposed with the judgment of their instructors. This process revealed that the native/nonnative dichotomy falls short in capturing the multifaceted nature of individuals' diverse linguistic identities and tends to misrepresent them. Within the specific social context under investigation, 6 linguistic categories that better represented the true linguistic identity of participants were identified. This inquiry reconceptualizes the controversial native/nonnative dichotomy by suggesting that "linguistic" identities should be viewed using a sociocultural lens whereby the dynamic, dialogic, multiple, and situated nature of identity is emphasized. The reconceptualization of the native/nonnative dichotomy indicates that individuals "negotiate" various linguistic identities in different social contexts for specific purposes. (Contains 2 tables and 4 footnotes.)
Descriptors: Linguistics, Foreign Countries, Social Environment, Teacher Education, Second Language Learning, Native Speakers, Self Concept, Language Proficiency, Sociocultural Patterns, English (Second Language), Language Variation, Language Dominance, English, Metropolitan Areas, Guidelines, Self Evaluation (Individuals), Rating Scales, Preservice Teachers
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A