This article reviews scholarship in sociolinguistics and applied linguistics to discern how the definitions of speakership and competence have changed in the last fifty years. It is shown that the redefined concepts reflect a new understanding of language that is no longer consonant with many current teaching practices anchored in structuralism and monolingualism. Next, the article outlines five tenets of language based on Blommaert’s (2010) critical sociolinguistics of globalization and discusses the implications of these tenets for language program direction.
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Blyth, C. S., & Dalola, A. (2020). Redefining speakership: Implications for language program direction. Second Language Research & Practice, 1(1), 99-123. http://hdl.handle.net/10125/69843
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)
language pedagogy sociolinguistics speakership language program direction
Redefining speakership: Implications for language program direction