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Becoming a legitimate L2 speaker: The role of non-traditional speaker models

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Title:Becoming a legitimate L2 speaker: The role of non-traditional speaker models
Authors:Rilliard, Marylise
Keywords:language pedagogy
sociolinguistics
speakership
L2 French
Date Issued:01 Oct 2021
Publisher:University of Hawaii National Foreign Language Resource Center
(co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center)
Citation:Rilliard, M. (2021). Becoming a legitimate L2 speaker: The role of non-traditional speaker models. Second Language Research & Practice, 2(1), 65–80. http://hdl.handle.net/10125/69858
Abstract:Based on a multiliteracies-inspired and sociolinguistically informed advanced French composition class, this study employed autobiographical narratives from speakers that were traditionally considered non-legitimate models for L2 teaching purposes; these autobiographical narratives were used to inspire students to develop an authentic L2 voice and to see themselves as legitimate L2 speakers. Students explored their L2 identities in French through a self-inspired fictional character, using as guides two autobiographical narratives of identity quest by non-traditional French speakers: the novel Le bleu des abeilles (2013) by Laura Alcoba and the film Qu’Allah bénisse la France (2014) by Abd Al Malik. Written and oral French productions for different genres, as well as metalinguistic reflections in English were collected and analyzed. Results indicate that ideas and materials that were relatable to students—namely, relatable experiences and language—were most useful to them in developing their L2 voice and achieving authentic and legitimate L2 speakership. These results point toward the benefits of using non-traditional speaker models, as they serve to legitimize students’ sense of their own L2 speakership, which could ultimately lead them toward a better, more informed grasp of the language.
URI:http://hdl.handle.net/10125/69858
ISSN:2694-6610
Volume:2
Issue/Number:1
Appears in Collections: Volume 02 - Issue 1


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