Going beyond the native speaker in language teaching

Vivian Cook
TESOL Quarterly, Vol. 33 (2)

Cook argues in this article that more attention needs to be paid to the L2 user rather than simply the native speaker in the context of language teaching. Often it is assumed that only native speakers make good models for the language classroom. The author argues that using only native speakers for L2 teaching undermines the successful, competent L2 user and can sometimes present an unattainable model for learners. She recommends recognizing L2 users in and outside the classroom.

Native speakers are not always aware of language in a formal sense and not all native speakers are necessarily "fluent" in that they only function well in certain settings. They are native speakers because that is the language they learned first. L2 learners cannot be turned into native speakers, only L2 users. Success or failure of L2 learners is often judged against the native speaker standard. As Cook notes; "Most L2 learners resign themselves to "failing" to reach the native speaker target." The percentage of learners who actually achieve native-like proficiency is very small. The argument that follows is that L2 competence should not be compared to native speaker competence but should be defined in terms of L2 knowledge and skills.

This article also examines the positive characteristics of what the author refers to as multicompetent language users. These language users speak more than one language proficiently and may have some advantages in terms of language and thought processes over monolingual native speakers. A summary of this type of research follows:

In terms of language processes, multicompetent language users:

In terms of thought processes they:
Multicompetent L2 users need not be considered deficient native speakers and this author argues that these language users make good models for the language learning context. Although their language may differ from that of native speakers, it should not be judged as better or worse than that of a native speaker. Often accent is seen as a measure of success in L2 learning and L2 learners are "penalized" for being associated with a certain culture because of their accent. Although research does confirm that L2 learners benefit from exposure to native speakers, this suggestion should not exclude competent L2 users as effective language models. This discussion concludes by suggesting some recommendations for teaching which relate to this focus on language users:

This article does not refute the value of using native-speakers as models in the language learning setting. It does however point to ways in which language teaching can shift the focus from becoming a native speaker to becoming a competent language user. The suggestion that multicompetent L2 users also make good language models for L2 learners and in some cases have advantages over native-speakers in the L2 teaching context is an important point to be considered.

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