less dramatically, in terms of academic research, a vast body of literature on new speaker issues has emanated from many interwoven branches of general linguistics: applied linguistics,
sociolinguistics , language psychology, social psychology of language,
ethnography of language, and linguistic anthropology, to name a few. However, the majority of this research has not used the term ‘new speaker’. Instead, researchers have tended to operationalise terms such as ‘second language’, ‘L2’, ‘learner’, ‘non-native’, or ‘non-mother tongue’ as oppositional constructs to terms such as ‘
native ’, ‘mother tongue’, ‘first language’, ‘L1’, and ‘primary language’. By now, these terms are well-established, enduring emic and etic designations used to distinguish different types of speakers and different ways of using language. Despite its establishment in the various fields of linguistics, however, this binary
categorisation of speakers can be problematic. As O’Rourke et al. (
2015) write in the introduction to the
International Journal of the Sociology of Language special issue on new speakers, these terms imply a hierarchy and a
deficit model, suggesting an evaluative paradigm that privileges ‘
native ’ speakers and ‘native’ speech, and marginalises ‘non-native’ speakers and their practices. In the important article, ‘Who, if anyone, is a native speaker?’, Ingrid Piller (
2001, p. 117), for example, challenges the concept of the valorised
native speaker by posing a number of important rhetorical questions:
Does the native speaker’s early acquisition lead to privileged access to the language? Is the linguistic competence of native speakers somehow fundamentally different from that of non-native speakers (who have acquired the language at a later point in their lives)? Is the speech of native speakers for instance less error-prone than that of non-native speakers? Does that capacity make them the sole arbiters of correct usage…?
When answered in the affirmative, these questions point to the various ideological assumptions people may have about language. To paraphrase Ben Rampton (
1990, p. 2), much of what is assumed about ‘native’ and ‘non-native’ speech spuriously emphasises the biological ahead of the social, conflating language as an instrument for communication on the one hand with language as a symbol of social identification on the other. Linguists have long argued that there is no linguistic evidence to support the hierarchical classification of what are considered different languages or of different language varieties and styles (e.g., Trudgill
1975, p. 26). The same logic can be extended to include new speakers and their practices. Although frequently fundamental to social actors’ engagement with language and society, the concepts of the
native speaker and the non-native speaker are merely socially constructed
categorisations (Cook
1999,
2015; Eckert
2003), in the same way that concepts such as
authenticity (Bucholtz
2003; Coupland
2003; Eckert
2003) and
standard language (Coupland
2003; Coupland and Kristiansen
2011; Milroy
2001; Lippi-Green
2012) represent reified abstractions. Dichotomising speakers and ways of using language is unhelpful for linguists who seek to describe different categories of language users (Rampton
1990). As Ferguson (
1983, p. vii) suggests, the mystique of the
native speaker and the mother tongue should be jettisoned from the linguist’s set of myths about language (cited in Davies
2000, p. 92). In view of this, it is germane to reconsider how we conceive of language and how folk and academic conceptualisations of different types of speakers feed into broader projects that ostensibly seek to promote
multilingual societies, as well as social and linguistic cohesion. The term ‘new speaker’ has thus been proposed (and accepted by many) as an alternative to the
deficit model implicit in more established terms like ‘second language’, ‘L2’, ‘non-native’, and ‘learner’ (e.g., O’Rourke et al.
2015; Hornsby
2015a,
b; Ortega et al.
2015, Walsh et al.
2015b).