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Sociocultural research has long recognized the necessity of
sustained interpersonal interaction for language development.
However, less is known about the underlying relationships that
promote language acquisition and their relevance for language
classrooms. Presenting cutting-edge research on social networks and
their applications in language teaching, this book explores the
relationships that mediate language learning in and out of
classrooms. Highlighting the complexity of language in multilingual
contexts, chapters engage social network analysis to understand the
role of instructional practices, socialization, motivation,
language status, online communications technology, and language
policies in the development of social resources for language
learning. Discussing popular language teaching frameworks such as
translanguaging, Social Networks in Language Learning and Language
Teaching provides a nuanced account of the influences of social
context on language learning, exploring classroom applications and
pointing the way to a robust research agenda.
Sociocultural research has long recognized the necessity of
sustained interpersonal interaction for language development.
However, less is known about the underlying relationships that
promote language acquisition and their relevance for language
classrooms. Presenting cutting-edge research on social networks and
their applications in language teaching, this book explores the
relationships that mediate language learning in and out of
classrooms. Highlighting the complexity of language in multilingual
contexts, chapters engage social network analysis to understand the
role of instructional practices, socialization, motivation,
language status, online communications technology, and language
policies in the development of social resources for language
learning. Discussing popular language teaching frameworks such as
translanguaging, Social Networks in Language Learning and Language
Teaching provides a nuanced account of the influences of social
context on language learning, exploring classroom applications and
pointing the way to a robust research agenda.
It is commonly believed that foreign language skills improve
through social interaction with speakers of the language. However,
there is little research addressing the issue of access to such
interaction. This book explores this issue, examining longitudinal
case studies of interaction between language learners and speakers
of the target language within their informal social networks. It
looks at the complex social and personal factors that influence
language choice. Kurata reveals that even for motivated learners
opportunities to use the target language are limited, and suggests
factors that promote language use and opportunities for learning.
She proposes ways around obstacles to opportunities for second
language use and second language learning and sets out important
implications for language learning in and outside classrooms. A
central implication is the necessity for educators to increase
their awareness about their students' self-image as an L2 user.The
book features Japanese as the target language under discussion but
the results are widely applicable in other language contexts,
particularly in English-speaking countries.
It is commonly believed that foreign language skills improve
through social interaction with speakers of the language. However,
there is little research addressing the issue of access to such
interaction. This book explores this issue, examining longitudinal
case studies of interaction between language learners and speakers
of the target language within their informal social networks. It
looks at the complex social and personal factors that influence
language choice. Kurata reveals that even for motivated learners
opportunities to use the target language are limited, and suggests
factors that promote language use and opportunities for
learning.She proposes ways around obstacles to opportunities for
second language use and second language learning and sets out
important implications for language learning in and outside
classrooms.
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