Moving Beyond the ‘Native Speaker’ Concept

Have you ever wondered why being a “native speaker” is often seen as the gold standard in language learning? Language isn’t just a tool for communication; it’s tied to our identity, culture, and social connections. The term “native speaker” comes up a lot when discussing language ability, but it’s worth questioning whether it truly captures what we mean or if it unintentionally creates problems. This issue is not new. Scholars like Vivian Cook and Aneta Pavlenko were extensively debating the limitations of this term a quarter of a century ago. As part of the current conversation (confrontation?) on inclusivity in society, this term is, once again, at the forefront of linguistic questions.

As someone whose first language is French but who has lived and worked in the UK for over 40 years, I’ve found myself in situations where the “native speaker” label has been limiting. When I decided to go back to university in 2018 to study Linguistics, despite having over 34 years of professional life in the UK by that time, I was required to take a language exam — both oral and written — to prove my competence in English. Considering my fluency and familiarity with the language, often surpassing that of some English “native” speakers in formal and academic settings (sorry for the un-Britishness of the statement!) , my ego (or maybe my native French arrogance!) took a knock. It made me question whether the term “native speaker” truly reflects linguistic ability, or whether it upholds unnecessary barriers for those of us who have acquired our language skills differently.

This debate centres on concerns that the term may marginalise proficient non-native speakers, uphold the misleading notion that language ability is solely tied to one’s place of birth or early childhood, and ignore the rich linguistic diversity within language communities. In our increasingly globalised world, where multilingualism is the norm rather than the exception, I believe it becomes crucial to re-examine the labels we use.

In this article, I want to explore the complexities surrounding the term “native speaker,” to examine the distinctions between nativeness and fluency, and consider alternative terminology that embraces linguistic diversity. Rethinking how we discuss language proficiency, can help us move towards a more inclusive understanding that values all speakers’ contributions.

Understanding “Native Speaker” and Its Perceived Authority

The term “native speaker” is widely used to describe someone who has acquired a language from early childhood, typically as their first language. Throughout my linguistic journey I’ve often encountered the assumption that native speakers possess an innate mastery of their language’s grammar, vocabulary, idiomatic expressions, and cultural nuances. This natural acquisition happens without formal instruction, as individuals are immersed in the language within their family and community settings. For example, a native speaker understands that “it’s raining cats and dogs” means it’s raining heavily, not that animals are literally falling from the sky. Such phrases often pose challenges for those who have learned the language later in life.

The Authority of Native Speakers

Native speakers are frequently regarded as the ultimate authorities on language use. This perception is deeply rooted in both academic circles (with the exception of linguistics departments, of course!) and everyday interactions. Native speakers are often seen as the benchmark for correct pronunciation, grammar, and vocabulary. In educational contexts, they are preferred as language teachers under the assumption that they can provide authentic language models for learners. This preference is supported by research; for instance, George Braine highlights that native speakers are often preferred for teaching roles because they are believed to offer genuine linguistic input and cultural insights that non-native speakers might lack.

This perceived authority stems from the belief that native speakers possess an innate competence and intuition about their language that non-native speakers cannot fully achieve. Vivian Cook introduced the concept of the “multicompetent speaker,” arguing that non-native speakers bring valuable perspectives and skills to language use and instruction, challenging the notion that nativeness equates to superiority. Cook’s work emphasises that linguistic proficiency is not solely determined by one’s native status but also by their ability to navigate and manipulate language effectively.

However, this traditional view is increasingly being questioned. Critics argue that equating nativeness with linguistic superiority overlooks the diverse competencies of non-native speakers who have attained high levels of fluency. Aneta Pavlenko points out that in multilingual societies, individuals often grow up speaking multiple languages from birth, making the native/non-native dichotomy overly simplistic. These multilingual individuals may identify with more than one native language, each playing a significant role in their daily lives and cultural identities.

Moreover, the idea of a homogeneous native speaker standard is undermined by the global nature of languages today. English, for instance, is spoken as a first language in numerous countries, each with its own accent, dialect, and cultural context. This diversity raises the question of which native speaker’s usage is considered the standard. As Alan Davies (2003) notes in The Native Speaker: Myth and Reality, the global spread of English has led to a multitude of “native” varieties, each with unique linguistic features. This plurality challenges the notion that there is a single, authoritative native speaker model.

Re-evaluating the Definition

In my study of linguistic identities, I’ve found that understanding who qualifies as a native speaker becomes more complex in our increasingly globalised world. Individuals often grow up speaking multiple languages from birth, identifying with more than one native language, each contributing to their linguistic and cultural identities. This complexity is evident in multilingual societies where the lines between native and non-native speakers blur, making it essential to adopt a more nuanced perspective on language proficiency.

Recognising these complexities is crucial for fostering a more inclusive understanding of language proficiency. It encourages us to value the diverse experiences and competencies of all language users, whether native or non-native. By moving away from rigid labels, we can appreciate the rich tapestry of linguistic abilities that contribute to effective communication and cultural exchange.

Fluency versus Nativeness and the Global Spread of English

Language proficiency is a multifaceted concept that extends beyond the simple binary of native versus non-native speakers. In my experience as a linguist, distinguishing between fluency and nativeness is crucial for fostering a more accurate and inclusive understanding of language competence. Fluency refers to the ability to use a language effectively and effortlessly, encompassing speaking, reading, and writing skills. Nativeness, on the other hand, is traditionally associated with acquiring a language from early childhood, often in a monolingual environment.

Understanding Fluency and Nativeness

Fluency does not inherently require one to be a native speaker. Non-native speakers can achieve high levels of fluency through dedicated study, immersion, and practical use of the language. For instance, many non-native English speakers attain proficiency levels comparable to or even surpassing those of native speakers in academic and professional settings. A body of research (Raees Calafato ) emphasises that fluency is about the functional use of language rather than its origin.

The “native speaker fallacy” perpetuates the misconception that nativeness equates to superior language ability. This fallacy overlooks the diverse competencies of non-native speakers who have developed advanced linguistic skills. Vivian Cook challenges this notion by introducing the concept of “multicompetence,” highlighting that bilingual and multilingual individuals possess unique linguistic advantages that monolingual native speakers may lack.

Global English and Native Identity

The global spread of English has further complicated the native/non-native dichotomy. English is now spoken as a first language in numerous countries, each with its own accent, dialect, and cultural context. This proliferation raises important questions about which variant of English should be considered the “standard” native speaker model. David Crystal notes that the dominance of American and British English often marginalises other native varieties, such as Indian English or Nigerian English, which are equally valid and rich in their linguistic diversity.

Moreover, the majority of English speakers worldwide are non-native. According to Ethnologue (2023), there are approximately 1.5 billion English speakers globally, with only about 400 million being native speakers. This demographic shift underscores the importance of recognising and valuing non-native speakers’ contributions to the language’s evolution and diversity.

Assessing Fluency

Determining fluency involves evaluating various aspects of language use, including pronunciation, vocabulary, grammar, and the ability to engage in spontaneous conversation. However, fluency assessments can be subjective and context-dependent. Zoltán D?rnyei suggests that fluency should be measured by functional competence rather than adherence to native speaker norms. This perspective encourages a more holistic approach to evaluating language proficiency, focusing on communication effectiveness rather than native-like performance.

Distinguishing between fluency and nativeness allows for a more nuanced understanding of language proficiency. Recognising the global nature of English and the substantial number of non-native speakers enriches our appreciation of linguistic diversity and challenges the traditional biases associated with the native speaker paradigm.

Embracing Inclusivity: Alternative Terminology and Linguistic Labels

The terminology we use to describe language proficiency plays a significant role in shaping perceptions and attitudes towards speakers. Moving away from the term “native speaker” towards more inclusive and precise labels can help mitigate biases and acknowledge the diverse experiences of language users. In my journey as a linguist, I have advocated for the adoption of alternative terms that better capture the complexities of language proficiency and identity.

Seeking Inclusive Terms

Several alternative terms have been proposed to replace “native speaker,” each aiming to highlight different aspects of language competence without privileging origin-based classifications. “First-language speaker” and “mother-tongue speaker” are commonly suggested alternatives that emphasise the primary language learned from childhood without implying superiority. “Heritage speaker” is another term used to describe individuals who speak a minority language at home while being educated in a dominant language, recognising their unique bilingual competencies.

Additionally, terms like “fluent speaker” or simply “speaker of [language]” focus on the level of proficiency rather than the speaker’s linguistic background. Jean-Marc Dewaele and Seiji Nakano argue that such terminology shifts the focus from innate nativeness to acquired proficiency, fostering a more inclusive environment that values all forms of linguistic competence.

Benefits of New Terminology

Adopting alternative terminology offers several advantages:

1. Promotes inclusivity: By moving away from origin-based labels, we create a more welcoming environment for non-native speakers who have achieved high levels of proficiency.
2. Enhances accuracy: Terms like “fluent speaker” provide a clearer indication of language ability, reducing the ambiguity associated with “native speaker.”
3. Encourages diversity: Recognising various forms of language proficiency acknowledges the rich linguistic diversity within global language communities.

Aneta Pavlenko (2006) highlights that inclusive terminology can empower speakers by validating their linguistic identities and competencies, regardless of their nativeness. This shift is particularly important in educational and professional contexts, where diverse linguistic backgrounds are increasingly prevalent.

Application in Education and Communication

Implementing alternative terminology in educational settings and everyday communication involves rethinking language policies and teaching practices. Educators can adopt terms like “proficient speaker” or “advanced speaker” to describe learners’ language abilities without implying a native-like standard. This approach encourages learners to focus on their progress and strengths rather than striving to mimic native speaker norms.

In professional contexts, such as language testing and certification, adopting clear and inclusive terminology can improve the assessment process by focusing on functional language use and communicative effectiveness. Cambridge Assessment English (2023) has incorporated proficiency-based descriptors in its assessment frameworks, moving away from native speaker-centric evaluations.

Rethinking Linguistic Labels

I recognise the irony of using the term “native” throughout this article. And it will slip sometimes in conversation. Such an easy short-hand terminology which we all think we understand. But, beyond terminology, rethinking linguistic labels involves challenging the inherent biases and assumptions associated with the native speaker paradigm or model. It requires a cultural shift towards valuing all language users’ contributions, recognising that linguistic proficiency is a dynamic and multifaceted construct.

I agree with the many linguists and educators who advocate for a more egalitarian approach to language proficiency, where the emphasis is placed on effective communication and cultural competence rather than native-like performance. This perspective encourages us to appreciate the diverse ways in which languages are used and adapted across different contexts and communities.

It seems to me that embracing alternative terminology and rethinking linguistic labels are essential steps towards fostering a more inclusive and accurate understanding of language proficiency. By valuing all speakers’ contributions and recognising the diverse pathways to linguistic competence, we can create a more equitable and respectful language environment.

If you are interested in this topic:

• Sophia Smith Gayler’s TikTok on the term native speaker
• Mother Tongue: English and How It Got That Way by Bill Bryson (2006): Bill Bryson explores the fascinating history of the English language, tracing its evolution from Old English to its current global status. He delves into the quirks, irregularities, and peculiarities that make English both challenging and charming. He provides a comprehensive and entertaining look at how English has developed, highlighting the diversity within the language itself. It underscores the idea that English is not monolithic, aligning with your discussion on the variability among native speakers.
• Babel: Around the World in Twenty Languages by Gaston Dorren (2008): Gaston Dorren takes readers on a journey through twenty of the world’s most spoken languages, examining their unique features, histories, and the cultural contexts in which they thrive. By showcasing the diversity of languages globally, this book reinforces the notion that linguistic proficiency and identity are multifaceted. It complements your article’s emphasis on moving beyond the traditional native speaker paradigm.
• Through the Language Glass: Why the World Looks Different in Other Languages by Guy Deutscher (2011): Guy Deutscher investigates the relationship between language and thought, exploring how the languages we speak shape our perception of the world. This book offers insights into how language influences cognitive processes, supporting the idea that language proficiency involves more than just nativeness. It encourages readers to appreciate the depth and complexity of language use.

?Antoine Decressac — 2024. As an Amazon Associate, I earn from qualifying purchases