Research Article
December 2002

Never Quite a ‘Native Speaker’: Accent and Identity in the L2 - and the L1

Publication: Canadian Modern Language Review
Volume 59, Number 2

Abstract

The examination of identity issues in learning a second language has recently become a focus issue in SLA research and especially in the field of sociocultural linguistics, which seeks to examine not only how languages are learned, but also the context in which learning takes place and the individual involved. This study addresses the question of L2 (second language) and C2 (second culture) acquisition by focusing on identity, and specifically on one particular aspect, the appropriation of accent. A first-person account of identity phenomena in learning a second language, it seeks to explain changes in the L2 accent - and later also in the L1 accent - applying the metaphor of self-translation as a general framework for explaining processes of L2 learning and L1 loss, and the construction and reconstruction of learner identity.

Get full access to this article

View all available purchase options and get full access to this article.

References

Bakhtin, M. (1981). The dialogic imagination. Austin, TX: Texas University Press.The dialogic imagination
Codrescu, A. (1990). The disappearance of the outside. New York: Addison-Wesley.The disappearance of the outside
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33, 185-209.Going beyond the native speaker in language teaching. TESOL Quarterly 33:185-209
De Bot, K., & Clyne, M. (1994). A 16-year longitudinal study of language attrition in Dutch Immigrants in Australia. Journal of Multilingual and Multicultural Development, 15 (1), 17-28.A 16-year longitudinal study of language attrition in Dutch Immigrants in Australia. Journal of Multilingual and Multicultural Development 15:17-28
De Guerrero, M., & Villamil, O. (2000). Activating the ZPD: mutual scaffolding in L2 peer revision. Modern Language Journal, 84, 51-68.Activating the ZPD: mutual scaffolding in L2 peer revision. Modern Language Journal 84:51-68
Edwards, J. (1985). Language, society and identity. New York: Basil Blackwell.Language, society and identity
Giles, H., & Powesland, P. (1975). Speech style and social evaluation. New York: European Association of Experimental Social Psychology Press.Speech style and social evaluation
Hirsch, M. (1994). Pictures of a displaced girlhood. In A. Bammer (Ed.), Displacements. Cultural identities in question (pp. 71-89). Bloomington, IA: Indiana University Press.Pictures of a displaced girlhood 71-89
Hoffman, E. (1989). Lost in translation. New York: Penguin.Lost in translation
Kanno, Y. (2000). Kikokushijo as bicultural. International Journal of Intercultural Relations, 24, 361-382.Kikokushijo as bicultural. International Journal of Intercultural Relations 24:361-382
Kaplan, A. (1994). On language memoir. In A. Bammer (Ed.), Displacements. Cultural identities in question (pp. 59-70). Bloomington, IA: Indiana University Press.On language memoir 59-70
Kramsch, C. (1997). The privilege of the nonnative speaker. PMLA, 112, 359-369.The privilege of the nonnative speaker. PMLA 112:359-369
Kramsch, C. ((2000)., January). Language and identity in language learning. Paper presented at Penn State University, State College, PA.Language and identity in language learning
Lantolf, J. (1999). Second culture acquisition. Cognitive considerations. In E. Hinkel (Ed.), Culture in language teaching and learning (pp. 28-42). Cambridge, UK and New York: Cambridge University Press.Second culture acquisition. Cognitive considerations 28-42
Lantolf, J., & Pavlenko, A. (2001). (S)econd (L)anguage (A)ctivity theory: Understanding second language learners as people. In M. Breen (Ed.), Thought and actions in second language learning: research on learner contributions (pp. 141-158). London: Longman.(S)econd (L)anguage (A)ctivity theory: Understanding second language learners as people 141-158
Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge, UK and New York: Cambridge University Press.Situated learning. Legitimate peripheral participation
Lippi-Green, R. (1997). English with an accent: language, ideology, and discrimination in the United States. London: Routledge.English with an accent: language, ideology, and discrimination in the United States
Lvovich, N. (1997). The multilingual self. An inquiry into language learning. Mahweh, NJ: Lawrence Erlbaum.The multilingual self. An inquiry into language learning
Major, R. (1993). Sociolinguistic factors in loss and acquisition of phonology. In K. Hyltenstam & A. Viberg (Eds.), Progression and regression in language. Sociocultural, neuropyschological and linguistic perspectives. Cambridge, UK, and New York: Cambridge University Press, 463-478.Sociolinguistic factors in loss and acquisition of phonology 463-478
Norton, B. (2000). Identity and language learning. Gender, ethnicity and educational change. Essex, UK: Pearson Education.Identity and language learning. Gender, ethnicity and educational change
Pavlenko, A. (1998). Second language learning by adults: testimonies of bilingual writers. Issues in Applied Linguistics, 9(1), 3-19.Second language learning by adults: testimonies of bilingual writers. Issues in Applied Linguistics 9:3-19
Pavlenko, A., & Lantolf, J. (2000). Second language learning as participation: (re)constructing a self. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 155-177). Oxford: Oxford University Press.Second language learning as participation: (re)constructing a self 155-177
Rivers, W. (1983). Communicating naturally in a second language. Cambridge, UK and New York: Cambridge University Press.Communicating naturally in a second language
Scovel, T. (1998). Psycholinguistics. New York: Oxford University Press.Psycholinguistics
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.On two metaphors for learning and the dangers of choosing just one. Educational Researcher 27:4-13
Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.Thought and language
Wenger, E. (1998). Communities of practice. Learning, meaning and identity. Cambridge, UK and New York: Cambridge University Press.Communities of practice. Learning, meaning and identity
Williams, S., & Hammarberg, B. (1998). Language switches in L3 production: implications for a polyglot speaking model. Applied Linguistics, 19(3), 295-333.Language switches in L3 production: implications for a polyglot speaking model. Applied Linguistics 19:295-333

Information & Authors

Information

Published In

Go to The Canadian Modern Language Review
Canadian Modern Language Review
Volume 59Number 2December 2002
Pages: 264 - 281

History

Published in print: December 2002
Published online: 19 September 2006

Authors

Affiliations

Metrics & Citations

Metrics

VIEW ALL METRICS

Related Content

Citations

If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Simply select your manager software from the list below and click Download.

Format





Download article citation data for:
Nicole Marx
The Canadian Modern Language Review 2002 59:2, 264-281

View Options

Restore your content access

Enter your email address to restore your content access:

Note: This functionality works only for purchases done as a guest. If you already have an account, log in to access the content to which you are entitled.

View options

PDF

View PDF

Figures

Tables

Media

Share

Share

Copy the content Link

Share on social media

About Cookies On This Site

We use cookies to improve user experience on our website and measure the impact of our content.

Learn more

×