This chapter responds to an article by Claire Kramsch on the privilege of nonnative speakers. It agrees with Kramsch that in second language teaching, there is no single standard of native speaker language to target, since the cultural and linguistic reality of a given language is too complex and multifaceted to allow identification of characterization of a target language norm and ideal native speaker. It agrees that learners should understand that language standards are multiple, not monolithic, but it differs from Kramsch in how this language might best intersect with basic knowledge of the language. It notes that Kramsch attacks the notion of a monolithic identity of the target culture, but fails to recognize that the FL learner discourse community is also multiplex, with each learner bringing both common and different experiences and background to the learning context. It notes that Kramsch proposes that teachers teach the language as a social and cultural practice, but does not explain how to do this or what these terms mean in concrete classroom practice. Finally, it questions Kramsch's goal of elevating the status and contributory potential of nonnative learners in the learning process so that they are not depicted as passive beings who wait to be provided with correct answers that they will then commit to memory. (SM)