[etni] Fw: re: spik inglish
- From: "Ask Etni" <ask@xxxxxxxx>
- To: "Etni" <etni@xxxxxxxxxxxxx>
- Date: Tue, 23 Feb 2010 13:27:45 +0200
----- Original Message -----
From: Lora Walters - walters.lora@xxxxxxxxx
Subject: Re: spik inglish
Hi
Your n=2 doesn't really have any meaning. Also, the most competent English
teachers/speakers that we know will never reach native competence by
definition. That doesn't mean they don't speak fluent English.
Leah
Linda wrote:
>First, I liked your reply to the person who dropped the literature
course.
> However, I do not agree that a non-native English speaker cannot achieve
"full native competence", which I understand to mean that an Israeli can
never talk like a native speaker. There are two English teachers in my
school - neither of whom has ever lived abroad -whose spoken English sounds
as American as mine if not more so (I am a native speaker, by the way).
There is such a thing as an ear for language (many times connected with and
ear for music) and so teachers can hope that some pupils will, indeed, reach
this high standard.
Doron wrote:
> Another point in the "spik Inglish" wars: since it is impossible for
> non-native speakers to achieve full native competence, it is wrong to hold
> them to a native-speaker standard. We should talk, precisely, of
> "competence" in L1, L2, L3, etc., as indeed the European Union, among
> others, suggests. Laurie will never be mistaken for a native-speaking
> Bedouin; she can, with work, reach pretty good L3 competence, and be
> congratulated for doing so. The same is true of Barry's Russian and
> Ethiopian pupils, and my Arabic speakers - all hope to achieve
> "sufficiently
> good" competence in their L3 - English. To expect more is worse than
> unrealistic, it is unfair and disempowering.
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