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The first conversation analytic perspective textbook to address L2
teaching featuring examples from only L2 teaching contexts which
sets it apart from competing texts and makes it more appealing to
students studying in this area. Features a range of examples,
pre-reading questions; activities; research summaries; and data
analyses which will help to support learning and understanding of
this topic. Drawing on video-recordings from a wide range of L2
teaching contexts which allows this book to feature real-world
scenarios which students and teachers can relate to.
The first conversation analytic perspective textbook to address L2
teaching featuring examples from only L2 teaching contexts which
sets it apart from competing texts and makes it more appealing to
students studying in this area. Features a range of examples,
pre-reading questions; activities; research summaries; and data
analyses which will help to support learning and understanding of
this topic. Drawing on video-recordings from a wide range of L2
teaching contexts which allows this book to feature real-world
scenarios which students and teachers can relate to.
Essentials of SLA for L2 Teachers: A Transdisciplinary Framework
presents an accessible and comprehensive account of current
understandings of second language acquisition (SLA) geared towards
those studying to become L2 teachers. Grounded in the pragmatic and
problem-oriented transdisciplinary framework of SLA, this textbook
draws connections between SLA research and practices for L2
teaching. It aims to build L2 teacher expertise by strengthening
teachers' understandings of the many facets of L2 learning and
their skills for designing transformative learning environments in
their teaching contexts. The author includes pedagogical
implications and inquiry-based activities in each chapter that
engage readers in further explorations of the topics covered in the
chapter. Short and straightforward, Essentials of SLA for L2
Teachers is the ideal main resource for SLA courses taught at
undergraduate and graduate-level teaching programs.
Language and culture are concepts increasingly found at the heart
of developments in applied linguistics and related fields. Taken
together, they can provide interesting and useful insights into the
nature of language acquisition and expression. In this volume, Joan
Kelly Hall gives a perspective on the nature of language and
culture looking at how the use of language in real-world situations
helps us understand how language is used to construct our social
and cultural worlds.The conceptual maps on the nature of language,
culture and learning provided in this text help orient readers to
some current theoretical and practical activities taking place in
applied linguistics. They also help them begin to chart their own
explorations in the teaching and researching of language and
culture.
This volume is the first to explore links between the Russian
linguist Mikhail Bakhtin's theoretical insights about language and
practical concerns with second and foreign language learning and
teaching. Situated within a strong conceptual framework and drawing
from a rich empirical base, it reflects recent scholarship in
applied linguistics that has begun to move away from formalist
views of language as universal, autonomous linguistic systems, and
toward an understanding of language as dynamic collections of
cultural resources. According to Bakhtin, the study of language is
concerned with the "dialogue" existing between linguistic elements
and the uses to which they are put in response to the conditions of
the moment. Such a view of language has significant implications
for current understandings of second- and foreign-language
learning.
The contributors draw on some of Bakhtin's more significant
concepts, such as dialogue, utterance, heteroglossia, voice, and
addressivity to examine real world contexts of language learning.
The chapters address a range of contexts including elementary- and
university-level English as a second language and foreign language
classrooms and adult learning situations outside the formal
classroom. The text is arranged in two parts. Part I, "Contexts of
Language Learning and Teaching," contains seven chapters that
report on investigations into specific contexts of language
learning and teaching. The chapters in Part II, "Implications for
Theory and Practice," present broader discussions on second and
foreign language learning using Bakhtin's ideas as a springboard
for thinking.
This is a groundbreaking volume for scholars in applied
linguistics, language education, and language studies with an
interest in second and foreign language learning; for teacher
educators; and for teachers of languages from elementary to
university levels. It is highly relevant as a text for
graduate-level courses in applied linguistics and second- and
foreign-language education.
This volume brings together the current theoretical interest in
reconceptualizing second and foreign language learning from a
sociocultural perspective on language and learning, with practical
concerns about second and foreign language pedagogy. It presents a
set of studies whose focus is on the empirical description of
particular practices constructed in classroom interaction that
promote the learning of a second or foreign language. The authors
examine in detail the processes by which the learning of additional
languages is accomplished in the interaction of a variety of
classrooms and in a variety of languages. Not only will the
findings from the studies reported in this volume help to lay a
foundation for the development of a more expansive, sociocultural
model of second and foreign language learning, but on a more
practical level they will help language educators in creating a set
of principles for identifying and sustaining classroom
interactional practices that foster additional language
development.
The volume is distinguished in three ways:
* Following a Vygotskyan perspective on development, the studies
assume that language learning is a fundamentally pragmatic
enterprise, intrinsically linked to language use. This breaks from
a more traditional understanding of second and foreign language
learning, which has viewed learning and use as two distinct
phenomena. The importance of classroom interaction to additional
language development is foregrounded.
* The investigations reported in this book are distinguished by
their methodological approach. Because language learning is assumed
to be a situated, context-sensitive, and dynamic process, the
studies do not rely on traditional experimental methods for
collecting and analyzing data, but rather, they involve primarily
the use of ethnographic and discourse analytic methods.
* The studies focus on interactional practices that promote second
and foreign language learning. Although a great deal of research
has examined first language learning in classrooms from a
sociocultural perspective, little has looked at second and foreign
language classrooms from such a perspective. Thus there is a strong
need for this volume of studies addressing this area of research.
Researchers, teacher educators, and graduate students across the
fields of second and foreign language learning, applied
linguistics, and language education will find this book informative
and relevant. Because of the programmatic implications arising from
the studies, it will also appeal to teacher educators and teachers
of second and foreign languages from the elementary to the
university levels.
This volume brings together the current theoretical interest in
reconceptualizing second and foreign language learning from a
sociocultural perspective on language and learning, with practical
concerns about second and foreign language pedagogy. It presents a
set of studies whose focus is on the empirical description of
particular practices constructed in classroom interaction that
promote the learning of a second or foreign language. The authors
examine in detail the processes by which the learning of additional
languages is accomplished in the interaction of a variety of
classrooms and in a variety of languages. Not only will the
findings from the studies reported in this volume help to lay a
foundation for the development of a more expansive, sociocultural
model of second and foreign language learning, but on a more
practical level they will help language educators in creating a set
of principles for identifying and sustaining classroom
interactional practices that foster additional language
development.
The volume is distinguished in three ways:
* Following a Vygotskyan perspective on development, the studies
assume that language learning is a fundamentally pragmatic
enterprise, intrinsically linked to language use. This breaks from
a more traditional understanding of second and foreign language
learning, which has viewed learning and use as two distinct
phenomena. The importance of classroom interaction to additional
language development is foregrounded.
* The investigations reported in this book are distinguished by
their methodological approach. Because language learning is assumed
to be a situated, context-sensitive, and dynamic process, the
studies do not rely on traditional experimental methods for
collecting and analyzing data, but rather, they involve primarily
the use of ethnographic and discourse analytic methods.
* The studies focus on interactional practices that promote second
and foreign language learning. Although a great deal of research
has examined first language learning in classrooms from a
sociocultural perspective, little has looked at second and foreign
language classrooms from such a perspective. Thus there is a strong
need for this volume of studies addressing this area of research.
Researchers, teacher educators, and graduate students across the
fields of second and foreign language learning, applied
linguistics, and language education will find this book informative
and relevant. Because of the programmatic implications arising from
the studies, it will also appeal to teacher educators and teachers
of second and foreign languages from the elementary to the
university levels.
The chapters in this volume build on a growing body of
ethnomethodological conversation analytic research on teaching in
order to enhance our empirical understandings of teaching as
embodied, contingent and jointly achieved with students in the
complex management of various courses of action and larger
instructional projects. Together, the chapters document the
embodied accomplishment of teaching by identifying specific
resources that teachers use to manage instructional projects;
demonstrate that teaching entails both alignment and affiliation
work; and show the significance of using high-quality audiovisual
data to document the sophisticated work of teaching. By providing
analytic insight into the highly-specialized work of teaching, the
studies make a significant contribution to a practice-based
understanding of how the life of the classroom, as lived by its
members, is accomplished.
Essentials of SLA for L2 Teachers: A Transdisciplinary Framework
presents an accessible and comprehensive account of current
understandings of second language acquisition (SLA) geared towards
those studying to become L2 teachers. Grounded in the pragmatic and
problem-oriented transdisciplinary framework of SLA, this textbook
draws connections between SLA research and practices for L2
teaching. It aims to build L2 teacher expertise by strengthening
teachers' understandings of the many facets of L2 learning and
their skills for designing transformative learning environments in
their teaching contexts. The author includes pedagogical
implications and inquiry-based activities in each chapter that
engage readers in further explorations of the topics covered in the
chapter. Short and straightforward, Essentials of SLA for L2
Teachers is the ideal main resource for SLA courses taught at
undergraduate and graduate-level teaching programs.
The sociopolitical dimensions of English language teaching are
central to the English language professional. These dimensions
include language policies, cultural expectations, and the societal
roles of languages. This book aims to present these issues to
practicing and aspiring teachers in order to raise awareness of the
sociopolitical nature of English language teaching.
This volume is the first to explore links between the Russian
linguist Mikhail Bakhtin's theoretical insights about language and
practical concerns with second and foreign language learning and
teaching. Situated within a strong conceptual framework and drawing
from a rich empirical base, it reflects recent scholarship in
applied linguistics that has begun to move away from formalist
views of language as universal, autonomous linguistic systems, and
toward an understanding of language as dynamic collections of
cultural resources. According to Bakhtin, the study of language is
concerned with the dialogue existing between linguistic elements
and the uses to which they are put in response to the conditions of
the moment. Such a view of language has significant implications
for current understandings of second- and foreign-language
learning. The contributors draw on some of Bakhtin's more
significant concepts, such as dialogue, utterance, heteroglossia,
voice, and addressivity to examine real world contexts of language
learning. The chapters address a range of contexts including
elementary- and university-level English as a second language and
foreign language classrooms and adult learning situations outside
the formal classroom. The text is arranged in two parts. Part I,
"Contexts of Language Learning and Teaching," contains seven
chapters that report on investigations into specific contexts of
language learning and teaching. The chapters in Part II,
"Implications for Theory and Practice," present broader discussions
on second and foreign language learning using Bakhtin's ideas as a
springboard for thinking. This is a groundbreaking volume for
scholars in applied linguistics, language education, and language
studies with an interest in second and foreign language learning;
for teacher educators; and for teachers of languages from
elementary to university levels. It is highly relevant as a text
for graduate-level courses in applied linguistics and second- and
foreign-language education.
Language and culture are concepts increasingly found at the heart
of developments in applied linguistics and related fields. Taken
together, they can provide interesting and useful insights into the
nature of language acquisition and expression. In this volume, Joan
Kelly Hall gives a perspective on the nature of language and
culture looking at how the use of language in real-world situations
helps us understand how language is used to construct our social
and cultural worlds.The conceptual maps on the nature of language,
culture and learning provided in this text help orient readers to
some current theoretical and practical activities taking place in
applied linguistics. They also help them begin to chart their own
explorations in the teaching and researching of language and
culture.
Drawing on data from a range of contexts, including classrooms,
pharmacy consultations, tutoring sessions, and video-game playing,
and a range of languages including English, German, French, Danish
and Icelandic, the studies in this volume address challenges
suggested by these questions: What kinds of interactional resources
do L2 users draw on to participate competently and creatively in
their L2 encounters? And how useful is conversation analysis in
capturing the specific development of individuals' interactional
competencies in specific practices across time? Rather than
treating participants in L2 interactions as deficient speakers, the
book begins with the assumption that those who interact using a
second language possess interactional competencies. The studies set
out to identify what these competencies are and how they change
across time. By doing so, they address some of the difficult and
yet unresolved issues that arise when it comes to comparing actions
or practices across different moments in time.
The chapters in this volume build on a growing body of
ethnomethodological conversation analytic research on teaching in
order to enhance our empirical understandings of teaching as
embodied, contingent and jointly achieved with students in the
complex management of various courses of action and larger
instructional projects. Together, the chapters document the
embodied accomplishment of teaching by identifying specific
resources that teachers use to manage instructional projects;
demonstrate that teaching entails both alignment and affiliation
work; and show the significance of using high-quality audiovisual
data to document the sophisticated work of teaching. By providing
analytic insight into the highly-specialized work of teaching, the
studies make a significant contribution to a practice-based
understanding of how the life of the classroom, as lived by its
members, is accomplished.
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