Mind Over Matter

Robert Phillipson first used the term “native speaker fallacy” in 1992 to criticize the notion that language native speakers make the best teachers and role models in their language. According to the native speaker model for second language learning, native speakers have an innate and superior knowledge of the language, and they can transmit this knowledge to learners more effectively than non-native speakers. The native speaker model has been widely criticized for being discriminatory, unrealistic, and detrimental to second language learning and teaching. In this blog post, I will discuss some of the problems with the native speaker (model) fallacy and suggest some ways to challenge and move beyond it in second language learning and teaching. I will focus on the case of English as a global language, but the arguments may apply to other languages as well.

Problems with the native speaker model

One of the main problems with the native speaker model is that it ignores the diversity and variation among native speakers of a language, who may differ in their dialects, accents, registers, styles, and communicative strategies. Not all native speakers are equally competent, proficient, or appropriate in all contexts and situations. For example, a native speaker of British English may not be able to understand or communicate well with a native speaker of Australian English, or a native speaker of academic English may not be able to use or teach informal English. Therefore, it is not reasonable to assume that there is one fixed or correct way of speaking or writing a language or that any native speaker can serve as a model or teacher of that language.

Another problem with the native speaker model is that it ignores the multilingual and multicultural reality of today’s world, in which millions of non-native English speakers use English as a global language. These people use English as a lingua franca (ELF) to communicate with other non-native speakers across borders and cultures. They may have different norms, goals, and expectations than native speakers when using English. For instance, they may prioritize intelligibility and mutual understanding over accuracy and correctness, or they may use code-switching and translanguaging as creative and strategic resources. Therefore, it is not fair or relevant to judge their English use by native speaker standards or to ignore their own linguistic and cultural backgrounds.

A third problem with the native speaker model is that it devalues the linguistic and pedagogical skills of non-native speakers who teach English as a second or foreign language. These teachers may have advantages over native speakers, such as having gone through the process of learning English themselves, being able to empathize with learners’ difficulties and needs, being familiar with the local context and culture, and being able to use the learners’ first language as a resource. However, they may face discrimination or prejudice from employers, students, parents, or even themselves, who may prefer or demand native speakers as teachers. This may affect their confidence, motivation, and identity as teachers.

A fourth problem with the native speaker model is that it imposes unrealistic and unattainable standards on learners of English, who may feel inferior or inadequate if they cannot achieve native-like proficiency or accuracy. It also neglects the learners’ own identities, motivations, and purposes for learning English, which may not align with those of native speakers. For instance, some learners may want to learn English for instrumental reasons, such as getting a job or passing an exam, rather than for integrative reasons, such as becoming part of an English-speaking community or culture. Some learners may want to maintain their accent or style in English rather than imitate a native speaker’s accent or style. Some learners may want to express their voice and identity in English rather than adopting a native speaker’s voice and identity.

Ways to challenge and move Beyond the native speaker fallacy

Given these problems with the native speaker model, it is important to challenge and move beyond it in second language learning and teaching. Following are some of the ways to do this:

• Recognizing and respecting the diversity and variation of English users and uses in the world today and adopting a more flexible and inclusive approach to language norms and standards. Instead of relying on one fixed or prescribed model of English (such as British or American English), we can expose learners and teachers to different varieties and genres of English (such as Indian or Singaporean English) and encourage them to choose or adapt the most suitable one for their purposes and contexts.
• Raising awareness of ELF among learners and teachers of English and developing their intercultural communicative competence to deal with different situations and interlocutors in English. Instead of focusing on grammatical accuracy or correctness in isolation, we can emphasize communicative effectiveness and appropriateness in interaction. We can also teach learners how to negotiate meaning, accommodate diversity,
  and cope with misunderstandings in ELF communication.
• Supporting and empowering non-native speakers who teach English and providing them with opportunities for professional development and collaboration with other teachers. Instead of marginalizing or excluding them from the language teaching profession, we can acknowledge and appreciate their strengths and contributions. We can also offer them training and resources to enhance their linguistic and pedagogical skills and create networks and communities of practice to share their experiences and challenges.
• Fostering a positive and realistic attitude among learners of English and helping them develop their voice and identity in English. Instead of setting native-like proficiency or accuracy as the ultimate goal or criterion for success, we can help learners set their own goals and criteria based on their needs and interests. We can also help learners recognize and celebrate their achievements and progress in English and encourage them to use English creatively and confidently.

Conclusion

In this blog post, I have discussed what the native speaker fallacy is, why it is problematic, and how we can challenge and move beyond it in second language learning and teaching. I have argued that the native speaker fallacy is based on a narrow and outdated view of language that does not reflect the reality and diversity of English use in the world today. I have suggested that we need to adopt a more democratic, equitable, and effective way of learning and teaching English as a global language, one that respects and values the different voices and identities of English users and teachers.