Language teaching and the myth of the native speaker

Detalhes bibliográficos
Autor(a) principal: Camargo Angelucci, Thalita
Data de Publicação: 2021
Outros Autores: Pozzo, María Isabel
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Pro-Posições (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668305
Resumo: 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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spelling Language teaching and the myth of the native speakerEnseñanza de lenguas y el mito del hablante nativoEnseñanza de lenguas y el mito del hablante nativoEnsino de línguasVariação linguísticaFalante nativoMitoEnseñanza de lenguasVariación lingüísticaHablante nativoMitoLanguage teachingLlinguistic variationNative speakerMythThe 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.El lenguaje confiere al ser su condición de existencia, en tanto ser humano deseante inserto en una cultura (Revuz, 1998). En el contexto migratorio actual, los procesos de enseñanza y aprendizaje de lenguas se ponen de relieve. Este artículo tiene como objetivo presentar una revisión teórica respecto a la concepción de hablante nativo como un mito (Lippi-Green, 1997; Mariño, 2011; Rajagopalan, 1997) en el ámbito de la enseñanza de lenguas. Se adopta la perspectiva sociolingüística de Bagno (2007) que propone la variación lingüística como el estado natural de las lenguas. Desde esta perspectiva, la norma estándar funciona como modelo artificial de lengua, que neutraliza las diferencias. A su vez, el concepto de hablante nativo que viene sosteniendo la didáctica de lenguas extranjeras da cuenta de un sujeto ideal, no real, por lo tanto, inalcanzable (Chacón, 2010; Coracini, 2007). Estos aspectos atraviesan los vínculos entre profesores y estudiantes de lenguas, escenario de nuestros interrogantes.El lenguaje confiere al ser su condición de existencia, en tanto ser humano deseante inserto en una cultura (Revuz, 1998). En el contexto migratorio actual, los procesos de enseñanza y aprendizaje de lenguas se ponen de relieve. Este artículo tiene como objetivo presentar una revisión teórica respecto a la concepción de hablante nativo como un mito (Lippi-Green, 1997; Mariño, 2011; Rajagopalan, 1997) en el ámbito de la enseñanza de lenguas. Se adopta la perspectiva sociolingüística de Bagno (2007) que propone la variación lingüística como el estado natural de las lenguas. Desde esta perspectiva, la norma estándar funciona como modelo artificial de lengua, que neutraliza las diferencias. A su vez, el concepto de hablante nativo que viene sosteniendo la didáctica de lenguas extranjeras da cuenta de un sujeto ideal, no real, por lo tanto, inalcanzable (Chacón, 2010; Coracini, 2007). Estos aspectos atraviesan los vínculos entre profesores y estudiantes de lenguas, escenario de nuestros interrogantes.Universidade Estadual de Campinas2021-09-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668305Pro-Posições; Vol. 32 (2021): Publicação Contínua; e20190031ESPro-Posições; Vol. 32 (2021): Publicação Contínua; e20190031ESPro-Posições; v. 32 (2021): Publicação Contínua; e20190031ES1980-6248reponame:Pro-Posições (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPspahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668305/27981Argentina; ContemporaryArgentina; ContemporáneoArgentina; ContemporâneoCopyright (c) 2021 Thalita Camargo Angelucci, María Isabel Pozzohttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessCamargo Angelucci, Thalita Pozzo, María Isabel2022-03-18T18:45:02Zoai:ojs.periodicos.sbu.unicamp.br:article/8668305Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposicPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/oai||proposic@unicamp.br1980-62480103-7307opendoar:2022-03-18T18:45:02Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Language teaching and the myth of the native speaker
Enseñanza de lenguas y el mito del hablante nativo
Enseñanza de lenguas y el mito del hablante nativo
title Language teaching and the myth of the native speaker
spellingShingle Language teaching and the myth of the native speaker
Camargo Angelucci, Thalita
Ensino de línguas
Variação linguística
Falante nativo
Mito
Enseñanza de lenguas
Variación lingüística
Hablante nativo
Mito
Language teaching
Llinguistic variation
Native speaker
Myth
title_short Language teaching and the myth of the native speaker
title_full Language teaching and the myth of the native speaker
title_fullStr Language teaching and the myth of the native speaker
title_full_unstemmed Language teaching and the myth of the native speaker
title_sort Language teaching and the myth of the native speaker
author Camargo Angelucci, Thalita
author_facet Camargo Angelucci, Thalita
Pozzo, María Isabel
author_role author
author2 Pozzo, María Isabel
author2_role author
dc.contributor.author.fl_str_mv Camargo Angelucci, Thalita
Pozzo, María Isabel
dc.subject.por.fl_str_mv Ensino de línguas
Variação linguística
Falante nativo
Mito
Enseñanza de lenguas
Variación lingüística
Hablante nativo
Mito
Language teaching
Llinguistic variation
Native speaker
Myth
topic Ensino de línguas
Variação linguística
Falante nativo
Mito
Enseñanza de lenguas
Variación lingüística
Hablante nativo
Mito
Language teaching
Llinguistic variation
Native speaker
Myth
description 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.
publishDate 2021
dc.date.none.fl_str_mv 2021-09-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668305
url https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668305
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668305/27981
dc.rights.driver.fl_str_mv Copyright (c) 2021 Thalita Camargo Angelucci, María Isabel Pozzo
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Thalita Camargo Angelucci, María Isabel Pozzo
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.coverage.none.fl_str_mv Argentina; Contemporary
Argentina; Contemporáneo
Argentina; Contemporâneo
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Pro-Posições; Vol. 32 (2021): Publicação Contínua; e20190031ES
Pro-Posições; Vol. 32 (2021): Publicação Contínua; e20190031ES
Pro-Posições; v. 32 (2021): Publicação Contínua; e20190031ES
1980-6248
reponame:Pro-Posições (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Pro-Posições (Online)
collection Pro-Posições (Online)
repository.name.fl_str_mv Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv ||proposic@unicamp.br
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