ERIC Number: ED481789
Record Type: RIE
Publication Date: 2003
The Native Speaker, the Student, and Woody Allen: Examining Traditional Roles in the Foreign Language Classroom.
This paper uses a language classroom role-playing scene from a Woody Allen movie to examine the language student who has traditionally been asked to emulate and copy the native speaker and to discuss roles that teachers ask students to play. It also presents the changing paradigm of the native speaker and his or her role inside and outside the classroom. A discussion of the relevant literature shows that several scholars are beginning to challenge the monolithic view of the native speaker as the model to which the language student must aspire. The paper focuses on the specific area of teaching German language and culture, noting today's more diverse and contested approach to the teacher-learner transmission of language. It discusses issues of globalization, cultural diversification, and interdisicplinarity in conjunction with new language teaching methods, where the native speaker is asked not only to pose as a linguistic authority, but also as the cultural expert. By questioning this conflation, the paper argues for a replacement of the native speaker paradigm with the "cultural informant," who is equipped with advanced-superior proficiency and high grammatical competence. (Contains 14 references.) (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: In: The Sociolinguistics of Foreign-Language Classrooms: Contributions of the Native, the Near-Native, and the Non-Native Speaker. Issues in Language Program Direction, A Series of Annual Volumes; see FL 027 869.