Virginie Andr?, Desir?e Castillo

The ?Competent Foreigner? A new model for foreign language didactics?

Introduction

The ?competent foreigner? a new model for foreign language didactics?. Explore the 'competent foreigner' – a new model challenging traditional foreign language didactics. It emphasizes learners being themselves, not native speakers, for effective learning.

Abstract

The traditional schema of the language learning-teaching situation is being increasingly challenged by didacticians, sociolinguists and cognitive psychologists, and in particular the constitutive roles of teacher, learner and native speaker have been largely reconfigured to take into account approaches such as learner autonomy and self-directed learning. In this article we will suggest and explain a new model for foreign language didactics: the competent foreigner. This concept emphasizes the fact that learners should be themselves instead of trying to become native speakers. We are using the concept of the competent foreigner in our ongoing research at the CRAPEL: the description and analysis of exolinguistic service encounters.

Review

This article proposes a timely and relevant new model for foreign language didactics, addressing the ongoing re-evaluation of fundamental concepts within the field. The title, "The 'Competent Foreigner': A new model for foreign language didactics?", immediately signals an innovative perspective that challenges the pervasive native speaker ideal. By explicitly stating that the traditional schema of language learning and teaching is under scrutiny, the authors position their work within contemporary pedagogical and sociolinguistic discourse, particularly concerning learner autonomy and self-directed learning. The abstract effectively introduces the "competent foreigner" as a core concept, emphasizing the crucial shift from imitation to authentic self-expression for language learners. The strength of this proposed model lies in its potential to significantly reframe learning objectives and empower learners. Moving away from the often unattainable goal of native-like proficiency, the "competent foreigner" concept validates learners' identities and L2 communicative abilities on their own terms. This approach could reduce learner anxiety, foster greater intrinsic motivation, and lead to more realistic and sustainable learning trajectories. The mention of its application in ongoing research at CRAPEL, specifically in the description and analysis of exolinguistic service encounters, grounds the theoretical proposition in practical, real-world communication scenarios, suggesting the model's empirical relevance and applicability. While the abstract provides a compelling premise, the full article will need to thoroughly elaborate on several key aspects. It will be crucial to understand how "competence" is defined and operationalized within this "competent foreigner" framework, differentiating it from or integrating it with existing models of communicative competence. Furthermore, the pedagogical implications and practical strategies for teachers and learners to adopt this model require detailed exposition. For instance, what specific teaching methodologies, materials, and assessment criteria would support the development of a "competent foreigner" rather than a native speaker emulator? The research at CRAPEL on exolinguistic service encounters will be vital in demonstrating the model's utility and providing empirical evidence. A robust discussion of potential limitations, challenges, and its applicability across various learning contexts and proficiency levels would also strengthen the overall argument.

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