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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 book, written by leading practitioners, brings together a comprehensive overview of TESOL.
This volume brings together empirical research that explores interaction in a wide range of educational settings. It includes work that takes a cognitive, brain-based approach to studying interaction, as well as studies that take a social, contextual perspective. Interaction is defined quite broadly, with many chapters focusing on oral interaction as is typical in the field, while other chapters report work that involves interaction between learners and technology. Several studies describe the linguistic and discourse features of interaction between learners and their interlocutors, but others demonstrate how interaction can serve other purposes, such as to inform placement decisions. The chapters in the book collectively illustrate the diversity of contemporary approaches to interaction research, investigating interactions with different interlocutors ( learner-learner, learner-teacher), in a variety of environments (classrooms, interactive testing environments, conversation groups) and through different modalities (oral and written, face-to-face and technology-mediated).
Peer Interaction and Second Language Learning synthesizes the existing body of research on the role of peer interaction in second language learning in one comprehensive volume. In spite of the many hours that language learners spend interacting with peers in the classroom, there is a tendency to evaluate the usefulness of this time by comparison to whole class interaction with the teacher. Yet teachers are teachers and peers are peers – as partners in interaction, they are likely to offer very different kinds of learning opportunities. This book encourages researchers and instructors alike to take a new look at the potential of peer interaction to foster second language development. Acknowledging the context of peer interaction as highly dynamic and complex, the book considers the strengths and limitations of peer work from a range of theoretical perspectives. In doing so, Peer Interaction and Second Language Learning clarifies features of effective peer interaction for second language learning across a range of educational contexts, age spans, proficiency levels, and classroom tasks and settings.
This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.
This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners’ interactional behaviors and language development in this unique and pedagogically powerful learning context. To examine these issues, contributors employed quantitative, qualitative, and mixed-methods designs as well as cognitive, social, and sociocognitive theoretical frameworks. The majority of the studies are classroom based and were conducted in a rich array of settings covering five continents and encompassing a wide range of learner L1s and target languages. These settings include second and foreign language classrooms from primary to university level, content-based programs, online contexts, and after-school programs. To span the divide between research and practice, each study includes a section suggesting pedagogical implications.
This text examines different perspectives on the role that interaction plays in second language acquisition. In addition the effects of language aptitude on input processing are considered, and the contribution that interaction makes to the acquisition of grammatical knowledge is discussed.
Since the introduction of communicative language teaching, collaborative learning has played an important role in the second language (L2) classroom. Drawing from sociocultural theory, which states that human cognitive development is a socially situated activity mediated by language, studies in L2 pedagogy advocate the use of tasks that require learners to work together. Collaborative dialogue encourages language learning, and research shows that the solutions reached by students in this process are more often correct with a lasting influence on their language comprehension. This volume includes ten chapters that illustrate the benefits of collaborative dialogue in second foreign language classrooms. The volume considers key issues dealing with collaborative tasks and implications for language teaching.
This book presents a view of human language as social interaction, illustrating its implications for language learning and second language teaching. // The volume advocates for researchers, practitioners, and administrators to rethink and reconceptualize an understanding of language beyond that of the written word to one encompassing social and interactional activity built on co-construction, collaboration, and negotiation. The book emphasizes the ways in which this view of language can shed light on the language learning process as one which draws on discrete linguistic units and constructions in conjunction with a range of temporal, sequential, and embodied resources across a variety of social contexts. In turn, these insights prompt further reflection and discussion on their implications for advancing second language teaching practice. // This book will be key reading for scholars interested in second language teaching research, as well as active second language teachers and language program administrators.