DOCUMENT RESUME ED 481 691 FL 027 869 AUTHOR Blyth, Carl, Ed. TITLE The Sociolinguistics of Foreign-Language Classrooms: Contributions of the Native, the Near-Native, and the Non- Native Speaker. Issues in Language Program Direction, A Series of Annual Volumes. ISBN ISBN-083840511-8 PUB DATE 2003-00-00 NOTE 301p.; Prepared by the American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs. For individual chapters, see FL 027 870-882. AVAILABLE FROM Heinle, 25 Thomson Place, Boston, MA 02210. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. PUB TYPE Books (010) Collected Works - General (020) EDRS PRICE EDRS Price MF01/PC13 Plus Postage. DESCRIPTORS Diglossia; Elementary Secondary Education; English (Second Language); Higher Education; Immigrants; Language Teachers; Language Usage; *Native Speakers; Russian; Second Language Instruction; Second Language Learning; *Sociolinguistics IDENTIFIERS Haiti; Heritage Language ABSTRACT This collection of papers is divided into five parts. Part 1, "The Native Speaker," includes "The (Non)Native Standard Language in Foreign Language Education: A Critical Perspective" (Robert W. Train) and "TheNative Speaker, the Student, and Woody Allen: Examining Traditional Roles in the Foreign Language Classroom" (Anke Finger) .Part 2,"The Pedagogical Norm," includes "The Acquisition of Sociostylistic and Sociopragmatic Variation by Instructed Second Language Learners: The Elaboration of Pedagogical Norms" (Albert Valdman) and "Linguistic Norms vs. Functional Competence: Introducing Quebec French to American Students" (Julie Auger) .Part 3, "The Heritage Speaker," includes "Interaction with Heritage Language Learners in Foreign Language Classrooms" (Manel Lacorte and Evelyn Canabal) and "Near- Native Speakers in the Foreign Language Classroom: The Case of Haitian Immigrant Students" (Stacey Katz) .Part 4,"The Use of English," includes "The Diglossic Foreign Language Classroom: Learners' Views on Ll and L2 Functions" (Monika Chavez) and "Identity, Deficiency, and First Language Use in Foreign Language Education" (Julie A. Belz) .Part 5,"The Native/Non- Native Dichotomy Debated," includes "The Privilege of the Non-Native Speaker" (Claire Kramsch); "The Privilege of the Nonnative Speaker Meets the Practical Needs of the Language Teacher" (Dale A. Koike and Judith E. Liskin- Gasparro); "Prescriptivism, Linguistic Variation, and the So-Called Privilege of the Non-Native Speaker" (Betsy J. Kerr); "Privilege (or Noblesse Oblige) of the Nonnative Speaker of Russian" (Thomas J. Garza); and "The Native Speaker: Membership has its Privileges"(H. Jay Siskin) . (Papers contain references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. AAUSC Issues in Language Program Direction A Series of Annual Volunzes 0 -, I II PERMISSION TO REPRODUCE AND DISSEMINATE THISMATERIAL HAS BEEN GRANTED BY E TO THE EDUCATIONAL RESOURCES INFORMATION CENTER(ERIC) 1 I I I U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION . CENTER (ERIC) ItrThis document has been reproducedas ecewed from the person or organization originating it CI Minor changes have been made to 5 improve reproduction quality D Points of view or opinions stated in this document do not necessarily represent official OERI position or policy HEINLE r") j2 BEST COPYAVAILABLE The Sodolingttisticsof Foreign-Language Classrooms: Contributions of the Native, theNear-nafive, and the Non-native Speaker 3 BEST COPY AVAILABLE American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs Issues in Language Program Direction A Series of Annual Volumes Series Editor Sally Sieloff Magnan, University of Wisconsin-Madison Editorial Board David Benseler, Case Western Reserve University Diane Birckbichler, Ohio State University Carl Blyth, University of Texas at Austin Heidi Byrnes, Georgetown University Catherine C. Fraser, Indiana University Caroline Grace, Purdue University Yukiko Hatasa, University of Iowa Charles J. James, University of Wisconsin L. Kathy Heilenman, University of Iowa Carol A. Klee, University of Minnesota Celeste Kinginger, Pennsylvania State University Claire Kramsch, University of California-Berkeley James Lee, Indiana University Timothy Light, Western Michigan University Judith E. Liskin-Gasparro, University of Iowa Alice Omaggio Hadley, University of Illinois Benjamin Rifkin, University of Wisconsin-Madison Wilga M. Rivers, Harvard University Virginia Scott, Vanderbilt University H. Jay Siskin, Cabrillo College Holly Tucker, Vanderbilt University Albert Valdman, Indiana University Joel C. Walz, University of Georgia Mary Wildner-Bassett, University of Arizona Style for the AAUSC Series This publication follows the Chicago Manual of Style (Reference Style B). See pages 287-294 in this volume for details about preparing manuscripts for submission. The Sociolinguisticsof Foreign-Language Classrooms: Contributions of the Native, theNear-native, and. the Non-native Speaker Carl Blyth 11- HICAVI SC0 NI HEINLE THCDIVISC3N HEINLE AAUSC The Sociolinguistics of Foreign-Language Classrooms: Contributions of the Native, the Near-native, and the Non-native Speaker Carl Blyth, Editor Developmental Editor: Sean Ketchem Production Editor: Matt Drapeau Marketing Manager, World Languages: Jill Garrett Manufacturing Coordinator: Marcia Locke Printer: Phoenix Color Corp Copyright 2003 Heinle, a part of the Thomson Corporation. Heinle, Thomson and the Thomson logo are trademarks used herein under license. All rights reserved. No part of this work covered by the copyright hereon may be For permission to use material from this reproduced or used in any form or by any text or product, contact us: meansgraphic, electronic, or mechani- Tel 1-800-730-2214 cal, including photocopying, recording, Fax 1-800-730-2215 taping, Web distribution or information Web www.thomsonrights.com storage and retrieval systemswithout the written permission of the publisher. Printed in the United States. 1 2 3 4 5 6 7 8 9 1006 05 04 03 02 For more information contact Heinle, 25 Thomson Place, Boston, MA 02210, or you can visit our Internet site at: http://www.heinle.com ISBN: 0-8384-0511-8 Text credit: pp. 251-262, Kramsch, Claire, 1997. The Privilege of the Nonnative Speaker. PMLA. 112/3: 359-369. Contents G Acknowledgments vli Introduction ix Carl S. Blyth The Native Speaker The (Non)Native Standard Language in 3 Foreign Language Education: A Critical Perspective Robert W. Train The Native Speaker, The Student, and Woody Allen: 41 Examining Traditional Roles in the Foreign Language Classroom Anke Finger The Pedagogical Norm The Acquisition of Sociostylistic and Sociopragmatic 57 Variation by Instructed Second Language Learners: The Elaboration of Pedagogical Norms Albert Valdman Linguistic Norm vs. Functional Competence: 79 Introducing Québec French to American Students Julie Auger The Heritage Speaker Interaction with Heritage Language Learners 107 in Foreign Language Classrooms Manel Lacorte and Evelyn Canabal Near-Native Speakers in the Foreign Language Classroom: 131 The Case of Haitian Immigrant Students Stacey Katz v vi The Sociolinguistics of Foreign-Language Classrooms 9'. The Use of English The Diglossic Foreign Language Classroom: 163 Learners' Views on L I and L2Functions Monika Chavez Identity, Deficiency, and First LanguageUse 209 in Foreign Language Education Julie A. Belz The Native/Non-native Dichotomy Debated The Privilege of The Non-native Speaker 251 (Reprinted with permission, PMLA) Claire Kramsch The Privilege of the Nonnative SpeakerMeets The 263 Practical Needs of the Language Teacher Dale A. Koike and Judith E. Liskin-Gasparro Prescriptivsm, Linguistic Variation, and the 267 So-called Privilege of the Non-native Speaker Betsy J. Kerr Privilege (or Noblesse Oblige) of the 273 Nonnative Speaker of Russian Thomas J. Garza The Native Speaker: Membership HasIts Privileges 277 H. Jay Siskin About the Contributors 281 AAUSC Style Sheet 287 8 Acknowledgments k?0,30 The annual AAUSC volume is the product of muchcollegial collaboration. I am indebted to the Editorial Board of the AAUSC series for its strong support of this topic. Inparticular, I am grateful to Sally Sieloff Magnan, SeriesEditor, who helped me during every phase of the editorial process. I amalso deeply appreciative of the manuscript readers whooffered their time and expertise to comment on the submissions:David Benseler, Heidi Byrnes, James Davis, Yukiko Hatasa, Kathy Heilenman, Charles James, Celeste Kinginger, Carol Klee, John Lalande, James Lee, Judy Liskin-Gasparro, Sally Magnan, H.Jay Siskin, Albert Valdman, Mary Wildner-Bassett,and Joel Walz. Heather Guerrero Bonikowski, doctoral student at the University of Texas at Austin, also deserves special recognition for her insightful feedback on much of this volume. I am also grateful to Heinle for its continued supportof the AAUSC Series in Language Program Direction. Fromthe Heinle team, I wish to thank Sean Ketchem, SeniorEditor; Matthew Drapeau, Production Editor; and Jill Garrett, Marketing Manager for World Languages. Finally, thanks to my childrenSarah, Katie, and Clairefor the gift of their support, love, and laughter. Carl S. Blyth Editor Introduction k?40 This volume, the thirteenth in the series of the AmericanAssociation of University Supervisors, Coordinators, and Directorsof Foreign Lan- guage Programs (AAUSC),Issues in Program