Chapter 4 Is there a native speaker in the class? A didactic view of a problematic notion
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Jean-François de Pietro
Abstract
The aim of this didactic contribution is to show why it is important and how to move beyond certain concepts of the notion of the native speaker in the school context in order to ensure greater fairness in teaching the language that, in the French-speaking part of Switzerland, we now call the language of schooling. After illustrating the problem with two concrete examples, I mention some sociolinguistic studies based on the observation of interactions that question the notion of a “native speaker” by showing its deficiencies but also by observing its presence in the speakers’ representations, be they conscious or not. I then focus on the situation that prevails today in the school context and present what I feel is desirable to develop in concrete terms to take into account what actually lies behind the notions of native speaker and especially mother tongue. I briefly explain the theoretical framework that underpins my approach and illustrate my remarks with examples of activities designed in the context of Frenchspeaking Switzerland and that on the whole enhance pluralistic approaches to languages. In the conclusion, I return - from a socio-didactic perspective aiming to reconcile efficiency, relevance and fairness of teaching - to the notion of the native speaker and the fate that should ultimately be reserved for it in the school context.
Abstract
The aim of this didactic contribution is to show why it is important and how to move beyond certain concepts of the notion of the native speaker in the school context in order to ensure greater fairness in teaching the language that, in the French-speaking part of Switzerland, we now call the language of schooling. After illustrating the problem with two concrete examples, I mention some sociolinguistic studies based on the observation of interactions that question the notion of a “native speaker” by showing its deficiencies but also by observing its presence in the speakers’ representations, be they conscious or not. I then focus on the situation that prevails today in the school context and present what I feel is desirable to develop in concrete terms to take into account what actually lies behind the notions of native speaker and especially mother tongue. I briefly explain the theoretical framework that underpins my approach and illustrate my remarks with examples of activities designed in the context of Frenchspeaking Switzerland and that on the whole enhance pluralistic approaches to languages. In the conclusion, I return - from a socio-didactic perspective aiming to reconcile efficiency, relevance and fairness of teaching - to the notion of the native speaker and the fate that should ultimately be reserved for it in the school context.
Chapters in this book
- Frontmatter I
- Contents V
- Introduction: The changing face of the “native speaker” 1
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Part one: Conceptual discussions
- Chapter 1 Why the mythical “native speaker” has mud on its face 25
- Chapter 2 The multilingual and multicompetent native speaker 47
- Chapter 3 New speakers: New linguistic subjects 71
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Part two: Practices and representations
- Chapter 4 Is there a native speaker in the class? A didactic view of a problematic notion 103
- Chapter 5 On the paradox of being native speakers of two “competing” languages: Turkish as the mother or the father tongue of Greek nationals 133
- Chapter 6 What kind of speakers are these? Placing heritage speakers of Russian on a continuum 155
- Chapter 7 The out-of-sight of “native speaker”: A critical journey through models of social representations of plurilingual identities 179
- Chapter 8 Practice-proof concepts? Rethinking linguistic borders and families in multilingual communication: Exploiting the relationship between intercomprehension and translanguaging 209
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Part three: Policies and controversies
- Chapter 9 Provenance and possession: Rethinking the mother tongue 233
- Chapter 10 The pluricentricity and ownership of English 253
- Chapter 11 “I want to be bilingual!” Contested imaginings of bilingualism in New Brunswick, Canada 285
- Chapter 12 Questioning the questions: Institutional and individual perspectives on children’s language repertoires 315
- Afterword 347
- Index 353
Chapters in this book
- Frontmatter I
- Contents V
- Introduction: The changing face of the “native speaker” 1
-
Part one: Conceptual discussions
- Chapter 1 Why the mythical “native speaker” has mud on its face 25
- Chapter 2 The multilingual and multicompetent native speaker 47
- Chapter 3 New speakers: New linguistic subjects 71
-
Part two: Practices and representations
- Chapter 4 Is there a native speaker in the class? A didactic view of a problematic notion 103
- Chapter 5 On the paradox of being native speakers of two “competing” languages: Turkish as the mother or the father tongue of Greek nationals 133
- Chapter 6 What kind of speakers are these? Placing heritage speakers of Russian on a continuum 155
- Chapter 7 The out-of-sight of “native speaker”: A critical journey through models of social representations of plurilingual identities 179
- Chapter 8 Practice-proof concepts? Rethinking linguistic borders and families in multilingual communication: Exploiting the relationship between intercomprehension and translanguaging 209
-
Part three: Policies and controversies
- Chapter 9 Provenance and possession: Rethinking the mother tongue 233
- Chapter 10 The pluricentricity and ownership of English 253
- Chapter 11 “I want to be bilingual!” Contested imaginings of bilingualism in New Brunswick, Canada 285
- Chapter 12 Questioning the questions: Institutional and individual perspectives on children’s language repertoires 315
- Afterword 347
- Index 353
