Reviewed by Louisa Buckingham, Sabanci University Writing Center, Turkey

This monograph dissects the ideological concepts of native and non-native speakers in a broad variety of communicative settings, with a focus on a number of different languages (European, Asian, African, and Polynesian). It is a compilation of nine ethnographic studies. Each of the five sections is prefaced by an introductory chapter.

Part 1, ‘Setting the stage’, provides the framework through which one can question the assumptions underlying the native-speaker concept. Ch. 1, ‘Investigating “native speaker effects”: Toward a new model of analyzing “native speaker ideologies”’ (15–46) by Neriko Musha Doerr, calls for an analysis of the multidimensional and multilayered character of language acquisition and use in bi- or multilingual discourse communities. Robert Train examines the development of the native speaker concept and language standardization processes in Ch. 2, ‘Toward a “natural” history of the native (standard) speaker’ (47–79).

Additional studies provide nuanced portrayals of multilingual speakers and discourse communities. Part 2, ‘Nation-states’ designs and people’s actions’, begins with a discussion of migrant experiences. Ch. 3, ‘”Native speaker” status on border-crossing: The Okinawan Nikkei diaspora, national language, and heterogeneity’ (83–100) by Michiyo Takato, describes the experiences of reverse migrant families from Latin America. Yuko Okubo explores the mainstream educational opportunities available for ethnic minority groups in Osaka in Ch. 4, ‘The localization of multicultural education and the reproduction of the “native speaker” concept in Japan’ (101–33).

Part 3, ‘Standardizing impulses and their subversions’, exposes the diversity of language standardization process. Victoria J. Baker describes the pressure to learn the standard forms of languages within a multilingual community in Ch. 5, ‘Being “multilingual” in a South African township: Functioning well with a patchwork of standardized and hybrid languages’ (139–60). Ch. 6, ‘Social class, linguistic normativity and the authority of the “native Catalan speaker” in Barcelona’ (161–84) by Susan E. Frekko, presents a micro-study onthe tensions inherent in the standardization of a language and illustrates how the learner’s social status may influence learning outcomes. The final chapter in this section, Ch. 7 ‘Uncovering another “native speaker myth”: Juxtaposing standardization processes in first and second languages of English-as-a-second-language learners’ (185–209) by Neriko Musha Doerr, advocates addressing language standardization issues in English-as-a-second-language classrooms by establishing parallels between the first language and the English variants.

Part 4, ‘Revisiting “competence”’, consists of four chapters. Ch. 8, ‘”We don’t speak Maya, Spanish or English”: Yucatec Maya-speaking transnationals in California and the social construction of comeptence’ by Anne Whiteside (215–32), describes a Californian Mayan migrant community and the construction of their social identity. Using an account of the hiring process,  Ryuko Kubota investigates how  the native speaker status may interact with other social and cultural considerations in Ch. 9, ‘Rethinking the superiority of the native speaker: Toward a relational understanding of power’ (233–48). Ch. 10, ‘Heterogeneity in linguistic practice, competence and ideology: Language and community on Easter Island’ (249–76) by Miki Makihara, examines the convictions surrounding the revitalization of Rapa Nui, spoken on Easter Island. Shinji Sato concludes this section in Ch. 11, ‘Communication as an intersubjective and collaborative activity: When the native/non-native speaker’s identity appears in computer-mediated communication’ (277–94), by examining the practice of online blogging by a second language learner of Japanese in an attempt to create for himself a variety of identities within a more holistic linguistic and social environment.

The volume is concluded in Part 5, ‘Moving forward’. Neriko Musha Doerr and Yuri Kumagai situate the discussions of ideological aspects of language (and speaker) status, power relations, and institutional discursive practices within second language instruction in Ch. 12, ‘Towards a critical orientation in second language education’ (299–318).

This professionally produced volume embraces a wide variety of languages and social contexts of language use. It can be received with enthusiasm by both students and researchers in linguistics, anthropology, and sociology.