This paper outlines the notion of (non)nativeness, central to foreign language (FL) education, in terms of an overarching ideology of standardization. It focuses on French and Spanish, because they are the two most commonly taught languages in North American FL classrooms and they have been seen to represent two seemingly diverse attitudes toward the construct of native standard language. The paper highlights the following: "The Native Standard Language: Linguistic Ideology and Sociocultural Practice"; "Normativity and Practices of Variation"; "Monolingual Exclusivity and Worldliness"; "Rethinking Language and Culture beyond the Native Standard" (from variation as problem to variation as a resource: toward a notion of bilingual, multilingual, and multicomponent expertise, and reimagining FL education as cross-cultural, multicultural, and sociocultural education); "Creating a Place for Critical Awareness of Language, Culture and Self in FL Education" (toward critical language awareness for students, and from critical language awareness to critical language teaching awareness); and "Socioculturality as the Core." (Contains 108 references.) (SM)