GOING BEYOND THE NATIVE SPEAKER IN LANGUAGE TEACHING

GOING BEYOND THE NATIVE SPEAKER IN LANGUAGE TEACHING Vivian Cook

KEY TERMS Native Speakers L 2 User vs L 2 Learner Multi- Competence � Both languages exist in ONE mind - the two cannot be separated from one another. � Code-switching shows this link

UNATTAINABLE GOAL IN L 2 CLASSROOMS Native speakers used as a model all the time Evidence: � Textbooks � Indirect = native speaker dialogue Evidence = which English do we use? � Traditional Evaluation = failure or success

CONSEQUENCE OF NATIVE SPEAKER PROMINENCE We have failed to recognize that L 2 users are speakers in their own right NOT Just speakers who have failed to attain native like ability

CONSEQUENCE OF NATIVE SPEAKER PROMINENCE Teaching Methodologies which do not take into account Multi-Competence The L 1 affects the L 2 AND the L 2 affects how the L 1 is understood. Language teaching should be concerned with developing an L 2 in a mind that already contains an L 1.

COMPARISON BETWEEN NATIVE SPEAKER AND L 2 USERS = DIFFERENCES NOT DEFICITS Groups defined by race, sex, class, or other features Most agree comparisons between two groups yield differences not deficits Language learning an exception? “L 2 users are not monolingual native speakers and never will be; they are incapable of changes places as are most women and men” (Cook, p. 195)

“COMPARING THE CHARACTERISTICS OF NATIVE SPEAKERS AND OF L 2 USERS IS LIKE COMPARING TOMATOES AND APPLES” (COOK, P. 195)

LANGUAGE GROUP = IDENTITY “To some people asking L 2 learners to speak like native speakers is like saying that black children should learn to speak like white children” (Cook, p. 195). Ebonics a failure compared to the English standard? L 2 group IS an identity which cannot just conform to the standard norm L 2 learners have to be looked at in their own right NOT as imitation or failed native speakers

Ax or Ask QUESTION ONE: IF THE ERROR IS ‘GROUP’ SPECIFIC AND THE TEACHER DOES NOT CORRECT IT, DOES THIS MAKE HIM/HER A BAD EDUCATOR? EXAMPLE: AX OR ASK INAAVE OR “TREE” INSTEAD OF “THREE” FOR FRANCOPHONE LEARNERS?

FRENCH VINEGROWER: “MY ENGLISH IS NOT GOOD, BUT MY FRENCH ACCENT IS PERFECT!”(COOK, P. 196) Implication of Native Speaker Prominence = L 2 learners’ Self-Criticism of ‘good’ or ‘bad’ language skills.

QUESTION: WHY WOULD IT BE APPROPRIATE FOR A NATIVE SPEAKER TO HAVE AN ACCENT INDICATING WHERE THEY ARE FROM, YET IT IS CONSIDERED A FAILURE WHEN L 2 USERS DO?

CONSEQUENCES FOR LANGUAGE TEACHING Logical Consequence = language teaching should place more emphasis on the student as a potential and actual L 2 user and be less concerned with the monolingual native speaker. Abandoning native speaker model = unrealistic? Yet steps in the right direction can be taken. .

SUGGESTION ONE: SET APPROPRIATE GOALS Syllabus – appropriate to students’ wishes Balance of ‘real world tasks’ with ‘pedagogical tasks’ Examples in class should be L 2 users ‘International variety’ of English � English from many parts of the world � Good L 2 users English � The Straights Times from Malaysia: http: //www. straitstimes. asia 1. com/ � The Santiago Times from Chile: http: //santiagotimes. cl/

SUGGESTION TWO: INCLUDE L 2 USER SITUATIONS AND ROLES Situations involving low level L 2 users may be relevant, provided that they do not fall into ‘stereotypical’ foreigner roles. Manuel – Fawlty Towers Non-native speaker teacher – presents a more achievable model.

SUGGESTION THREE: USE TEACHING METHODS THAT ACKNOWLEDGE THE STUDENTS’ L 1 Use of L 1 in the classroom to encourage the development of multi-competence Allow students to code switch when it is natural See the L 1 as a positive factor in the class Introduce activities that involve both language See the student as an ‘intercultural speaker’ not an imitation L 1 user

CONCLUSION L 2 learners’ battle to become native speakers is lost before it has begun! L 2 learners should be encouraged to recognize their unique status as standing between two worlds and two cultures. Changing the attitude towards L 2 users and bringing the L 1 into classrooms is beneficial for L 2 learners to embrace their unique identity!!