Language teaching and the myth of the native speaker
The language confers to the human being its condition of existence, as a desiring subject inserted in a culture (Revuz, 1998). In the current migratory context, the processes of teaching and learning languages are highlighted. The aim of this article is to present a theoretical review in relation to...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Pro-Posições (Online) |
| Idioma: | español |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8668305 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668305 |
| Access Level: | acceso abierto |
| Palabra clave: | Ensino de línguas Variação linguística Falante nativo Mito Enseñanza de lenguas Variación lingüística Hablante nativo Language teaching Llinguistic variation Native speaker Myth |
| Sumario: | The language confers to the human being its condition of existence, as a desiring subject inserted in a culture (Revuz, 1998). In the current migratory context, the processes of teaching and learning languages are highlighted. The aim of this article is to present a theoretical review in relation to the conception of a native speaker as a myth (Lippi-Green, 1997; Mariño, 2011; Rajagopalan, 1997) in the field of language teaching. The sociolinguistic perspective of Bagno (2007) is adopted, which proposes linguistic variation as the natural state of languages. From this perspective, the norm-standard functions as an artificial language model, which neutralizes differences. In turn, the concept of native speaker, which has been supporting the teaching of foreign languages, accounts for an ideal subject, not real, therefore, unattainable (Chacón, 2010; Coracini, 2007). These aspects cross the links between professors and students of languages, scenario of our questions. |
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