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The mythical native speaker has mud on its face
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Abstract:
The terms “native speaker” (NS) and “non-native speaker” (NNS) continue to be widely used in applied linguistics and foreign language learning and teaching despite a growing wave of criticism about the difficulty in defining them accurately, the (neo)racist ideology they reflect and the deficit view they perpetuate among foreign language learners and teachers. These issues are explored in more detail, focusing on the history of the terms NS/NNS and their enduring perverse social consequences. We consider alternative views and explain the reasoning behind the development of a new terminology: “L1 user versus LX user” (Dewaele 2018). We conclude that the field needs to abandon the toxic terms “NS/NNS” and adopt neutral terms that emphasise the equal status of first and foreign language users – which can often be the same person.
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Keyword:
Cultures & Applied Linguistics (from 2021); Languages
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URL: https://eprints.bbk.ac.uk/id/eprint/42259/3/42259.pdf https://www.degruyter.com/view/title/551192?rskey=PsjEbS&result=13 https://eprints.bbk.ac.uk/id/eprint/42259/
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Effects of reader's facial expression on syntactic processing: A brain potential study
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In: Brain Research [ISSN 1872-6240], v. 1736 (2020)
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'It ain't (only) what you do, it's the way that you do it': A mixed method approach to the study of inspiring teachers
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‘It ain’t (Only) What You Do, It’s the Way That You Do It’: A Mixed Method Approach to the Study of Inspiring Teachers
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A transdisciplinary framework for SLA in a multilingual world.
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Teacher and Student Voices: Perspectives from 'Inspiring' Classrooms
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Bridging the Gap: Cognitive and social approaches to research in second language learning and teaching.
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