Reconceptualizing the Native/Nonnative Speaker Dichotomy

Abstract

This study reconceptualizes the native/nonnative dichotomy and provides a powerful lens to examine linguistic identities. In a study of 25 linguistically diverse teacher candidates in Canada, the respondents' native and nonnative self-ascription and self-assessed level of proficiency was juxtaposed with the judgment of their instructors. This process revealed that the native/nonnative dichotomy falls short in capturing the multifaceted nature of individuals' diverse linguistic identities and tends to misrepresent them. Within the specific social context under investigation, 6 linguistic categories that better represented the true linguistic identity of participants were identified. This inquiry reconceptualizes the controversial native/nonnative dichotomy by suggesting that linguistic identities should be viewed using a sociocultural lens whereby the dynamic, dialogic, multiple, and situated nature of identity is emphasized. The reconceptualization of the native/nonnative dichotomy indicates that individuals negotiate various linguistic identities in different social contexts for specific purposes.