The Native Speaker Teacher. Theoretical Considerations and Practical Implications

Autor/in	Christiansen, Thomas Wulstan
Titel	The Native Speaker Teacher. Theoretical Considerations and Practical Implications
Quelle	In: Language Learning in Higher Education, 12 (2022) 2, S.495-512 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christiansen, Thomas Wulstan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2022-2055
Schlagwörter	Native Speakers; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Linguistic Theory; Teacher Recruitment; Official Languages; Teacher Qualifications; Advocacy; Comparative Analysis; Rating Scales; Guidelines; Language Proficiency; Role; Teacher Characteristics + Suchen Sie Ihr Suchwort? Muttersprachler; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistische Theorie; Lehrerrekrutierung; Office language; Amtssprache; Lehrqualifikation; Sozialanwaltschaft; Rating-Skala; Richtlinien; Language skill; Language skills; Sprachkompetenz; Rollen
Abstract	In this paper, we will examine the problematic concept of the native speaker, which is central to much linguistic theory, to studies of language acquisition, and to language teaching and assessment. It is a notion which can have ramifications when it comes to the recruitment of language teachers in schools and in university language centres. Often, in private language schools or in the case of language assistants in university language centres and in state schools, whether applicants can describe themselves as native speakers may even determine the fact that they are considered as qualified for a position. In recent years in many areas of linguistic research, the relevance of the native speaker has been increasingly questioned. In the case of international lingua francas, such as English, it has been argued that the contribution of non-native speakers is not to be underestimated (Kachru 1985, Seidlhofer 2005, 2011). Problems regarding the status of native speaker arise within the specific context of language teaching because the concept itself is often conflated with other issues such as language competence and the questionable advocacy of the so-called direct method. In this paper, we will look at the fundamental differences between native and non-native speakers and the place of each on assessment scales such as the CEFR (Council of Europe 2001). We will examine the arguments that have been made against treating the native speaker as the only legitimate point of reference for language teaching and assessment (Cook 1999, Rinvolucri 2001, Graddol 2007). We will also comment on the role of the native speaker in language teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01