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ERIC Number: EJ946844
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-1534-8458
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.)
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