The popular AAUSC series of annual volumes for directors of university language programs strives to further scholarship in second language acquisition and teaching with regard to undergraduate programs with multisection courses. Teaching assistant supervision, teaching assistant professional preparation, and the role of faculty and administrators in postsecondary institutions are some of the topics addressed.

Table of Contents Acknowledgements Introduction The Native Speaker The Native Standard Language in Foreign Language Education: A Critical Perspective The Native Speaker, The Student, and Woody Allen: Examining Traditional Roles in the Foreign Language Classroom The Pedagogical Norm The Acquisition of Sociostylistic and Socioprogmatic Variation by Instructed Second Language Learners Linguistic Norm vs. Functional Competence The Heritage Speaker Interaction with Heritage Language Learners in Foreign Language Classrooms Near-Native Speakers in the Foreign Language Classroom The Use of English The Diglossic Foreign Language Classroom Identity, Deficiency, and First Language Use in Foreign Language Education The Native/Non-native Dichotomy Debated The Privilege of the Non-native Speaker The Privilege of the Nonnative Speaker Meets the Practical Needs of the Language Teacher Prescriptivsm, Linguistic Variation, and the So-called Privilege of the Non-native Speaker Privilege of the Nonnative Speaker of Russian The Native Speaker: Membership Has Its Privileges About the Contributors AAUSC Style Sheet

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