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The Foreign Language Classroom As a Multilingual Speech

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The Foreign Language Classroom As a Multilingual Speech (AAUSC)Coordinators,American Association and Directors of University of Foreign Supervisors, Language Programs Redefining the SeriesAIssues Series Editor in ofLanguage Annual Volumes Program Direction Boundaries of ManagingSallyCharles Sieloff J. James,Editor Magnan, University University of WisconsinMadison of WisconsinMadison LanguageStudy DianeDavidEditorialVirginia I?W Benseler,Benmaman,Birckbichler,Board Case College Ohio Western State of ReserveCharleston University University Claire Kramsch ClaireCarolCharlesTheodoreYukiko A. Kramsch, Hancock,Hatasa, Klee, V Higgs, University Purdue University Ohio San UniversityStateDiego of of MinnesotaUniversity StateCaliforniaBerkeley University Editor JudithJohnTimothy E E.Muyskens, Lalande Liskin-Gasparro,Light, II,Western University University Michigan University of of Cincinnati Illinois University of Iowa JayAliceBenjaminWilga Siskin, Omaggio M Rivers, Rifkin,Brandeis Hadley, Harvard University University University University of WisconsinMadison of Illinois JoelMaryAlbertRichard C. Wildner-Bassett, Valdman,Walz, V Teschner, University Indiana University University of University Georgia of ofTexas Arizonaat El Paso submission.SeeThisStyle pages publication for the 341-347 AAUSC follows in Series this the volume Chicago forManualdetails ofabout Style preparing (Reference articles Style B).for AnHeinleBoston, International & Massachusetts Heinle Publishers Thomson 02116,PublishingU.S.A. Company Contents AcknowkdgmentsClaireIntroduction: Kramsch Making the Invisible Visible viiix WakingTheI. Theoretical Metamorphosis Up to Theory Boundaries of the Foreign Language Director, or: LindaPsychoanalytic,Subjects-in-Process:Mark Webber M von Hoene Feminist, Revisioning and Postcolonial TA Development Theory Through 393 RichardRedefiningII. Educational Kern the Boundaries Boundaries of Foreign Language Literacy 61 beCopyright reproduced © 1995 or transmitted by Heinle &in Heinle.any form No or partsby any of meansthis publication electronic, may or TowardHung-ninPoetics to a ReflectivePedagogy: Samuel Cheung PracticeThe Imagistic of TA Power Education of Language 99 Manufacturedandmechanical, retrieval includingsystem, in the Unitedwithout photocopy, States permission ofrecording, America. in writingor any from information the publisher. storage RedefiningIII.Celeste Linguistic Kinginger the Boundaries Boundaries of Language Use: The Foreign 123 ISBNcompany.Heinle 0-8384-6029-1 & Heinle Publishers isan International Thomson Publishing AbroadALanguageCarl Framework Blyth Programs Classroom for Investigating as a Multilingual the Effectiveness Speech Community of Study 145 109 8 76 5 4 32 1 Thom Huebner 185 TheLanguageRedefining Foreign Use: the Language Boundaries Classroom of as a CarlMultilingualUniversity Blyth of Texas at AustinSpeech Community studytionRedefining oftheCommunities of the style how boundariesthe in language which"boundaries" are distinguished,they of is arelanguage used ofimagined. foreign in not socialuse) by Benedict language theirSociolinguistics contextsincluding falsity/genuineness, Anderson study implies (1991, is, of foreigncourse,p. abut 6)redefini- by lan- the guageuseto redefine of teachersclassrooms.languages curricular toward in So our boundaries? whatpatterns classrooms? does of sociolinguistics languageWhat What are are usethe thesocialand have attitudes language rules to tell thatof uschoice foreign governas we inside seeklan- the plinarymultilinguallingualpellingand outside speech questionsboundaries, the speech community. classroom? can community whichbe found "Imagining" I intersectbelieve in reveals the thatsociolinguistic with thethepart foreign polyvalent other of the languageboundarieslinguistic, conceptanswernature classroom to ofof these theour multi- disci-com-as a eigncultural/multilingualitspeechgeopolitical, highlights language community theand educators dissonance affective. is societiesgermane (Cook In between particular, andto 1992). discussions the the prevailing I realitywillthe metaphor ofargue ofcurricular monolingualour that postmodernof the the reform monolingual multilingual bias because ofmulti- for- ideologybias of the and language social teachingpractice profession,(Fragaet al.a bias1994; inherent Romaine in most 1989), Western pro-145 146 Redefining the Boundaries of Language Study Redefining the Boundaries of Language Use147 framedershipment.foundly Inand in affectsshort, terms language I foreignof will multilingualism. usership attempt language into theshow methodology foreign that our language debate and curriculum classroomover language shoulddevelop- own- be munityThesemakespeech itproblems communities,membershipimpossible aside, for with where mostoutsiders language definitions speakers to follow use, oftenof including speech even mix the communitylanguages thesimplest patterns in speechequate ways of verbal com-acts. that olinguisticRecentSociolinguistics models concepts, of andlanguage in Foreign particular pedagogy Language by communicative have Pedagogy been greatly competence, influenced a byconcept soci- ferencescommunitynitionsinteraction emphasize between and membership the native sharedfrequency and(Dorian attitudes near-nativeof interactions 1982). and self-perceptions Inspeakers his (Gumperz study of French,of 1962). competence as indicators CoppietersOther defi- dif- of knowledgewasChomskythat sociolinguistsessential (1965) of tothe distinguishargued linguistic devised that system,in competence,for reaction theoretical from to performance, anChomskyan linguistics idealized to thespeaker'slinguistic make actual progress, produc-abstracttheory. it primarily(p.whosuch(1987) 565) byis concludes endowed the(my interested community emphasis).2 withthat in "a the areferred speaker specificTherefore, way "communication to of formalas French ethnographersthat ofunderlying is French someone within speakers,and linguistic who [asociolinguists speech is not accepted system" someonecommu- are as competence/performancecharacterizedtionguistsimperfect of languagewere reflection byequivocal in dysfluencies specific of a speaker's distinction, contexts.about and underlying grammaticalthe Performance, theytheoretical generally competence. error Chomsky agreedandnecessity Whileas claimed,thatsuch sociolin-compe-of was wasthe an Troikethenity] waysForeign is 1989,patterned in which languagep. 3). and these organized educators interact withas and systems allsecond other of language systemscommunicative ofacquisition culture" events, (Saville- special- and grammaticalcontextnamelytence so (Campbellthedefined knowledge competence overlooked and Walesof was the the butappropriateness1970). significance a single Hymes component of (1972) sociolinguisticof an contended utteranceof a broader knowledge, in that abase given such of guistsseconddiscussionguisticists, on agree thelanguagerather concerningother that than hand, communicativeacquisition). sociolinguistic thehave roles generally Whileof competencepsycholinguistics paradigms drawnboth sociolinguists more is (seecontext-specific, heavily and Preston sociolinguistics fromand psycholin-1989psycholin- in for that in a speechgainedknowledge,1993While for widecommunity an the which overviewcurrency sociolinguistic he has named amongof garnered research "communicativelanguage concept littlerelating recognitionofteachers, communicative communicative competence." the (see related Omaggio competence competence concept Hadley of has theto asorientation,textcommunication individual manifests second speaker/learners different always and occursforeignemphases. rather in language a Inparticular than keeping asteachers members context, with typically their of their a psycholinguistic particular notionview students of social con- communicationSaville-Troikeconceptsforeign language are intimately (1989)describes instruction). in linked hercommunicative introductory in This sociolinguistic is unfortunate competence text on theory. the because asethnography Forthe skillsexample, the twoand of faceinteraction.municativegroup.1983) communication: saysFor example,Instead,competencecomparatively she in "Communicative her emphasizesin foreignlittleinfluential about language a speaker's studies the larger instruction, concerning ability social to norms negotiateSavignon the role governing offace-to- (1972, com- knowledgeguistics,appropriatelyEven it thoughis a difficult speakerwithin the a to speechpossesses,particular define community with speech that much allow community" isprecision. ahim central or her Speech(p. concept "to2). communicate communities, to sociolin- locutors"exchangeabilityinformation to (Savignon functionin input,which bothin linguistic1972, a trulylinguisticp. 8).communicative competence and paralinguistic,competencemust settingthat adapt may of oneitself beis, ordefinedin tomorea thedynamic as inter-total the justisthenotlike the boundary asstaticlanguages, blurringthere and is between nodiscreteof are linguisticclear hard speechdemarcationbut to ratherboundariespin communities down; dynamic between theymore andis represent geneticallyapparent often gradient. blurred. phenomenathan related In in Andother multilingual languages, nowhere thatwords, are roundingbeSavignon's moreSociolinguists likely context definition to ofemphasize andevents, of anthropological communicative the what goals McLaughlin of the linguistscompetence.program (1985) would and Rather,has notof called the disagree they teacher, the would "sur-with or McLaughlinthe148 interrelationshipRedefining advocates
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