DOCSLIB.ORG

TBLT 2019 Ottawa

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
TBLT 2019 Ottawa TBLT 2019 Ottawa 8th International Conference on Task-Based Language Teaching “TBLT: Insight, Instruction, Outcomes” Carleton University August 19-21, 2019 Conference Program 2 Welcome Message from the President of IATBLT Professor Martin East University of Auckland, New Zealand As President of the International Association for Task-Based Language Teaching (IATBLT vzw.), I am delighted to welcome you to our eighth international conference on TBLT in Ottawa, Canada. If you are a regular attendee at TBLT conferences, welcome back! If this is your first time here, I hope you will feel at home among us. This year’s conference is organised around the broad themes of Insight, Instruction, and Outcomes. These themes accurately reflect the stated goals of our Association as an international and worldwide organisation of scholars interested in and active contributors to the field of TBLT. That is, we will: promote research, applications, and development of TBLT; help to disseminate both results and resources; and promote international and interdisciplinary cooperation in the field. Looking at what is on offer in our Conference 2019, I am confident that each contribution, whether as paper, workshop, or poster, will help us achieve those goals. Our plenary talks will present different and complementary takes on the TBLT endeavour. Nina Spada, our opening plenarist, will offer an important opportunity to consider the vital interface between TBLT and instructed second language acquisition. Paula Winke will provide a much- needed discussion of how we can measure students’ learning outcomes most appropriately through benchmarking performances against adequately articulated criteria. Folkert Kuiken and Ineke Vedder will continue this vital debate, and will apply it across a range of languages and task types. In our closing plenary, Andrea Révész (Vice President of the IATBLT) will offer a useful summative opportunity to consider all that has been discussed, with a particular focus on methodological innovations and challenges in investigating TBLT going forward. On behalf of the Executive Board of the IATBLT, I would like to thank the conference organising committee, ably chaired by Eva Kartchava, for all their hard work in putting this event together. I know from experience just how much work goes into planning and organising events such as these, and I greatly appreciate, and am hugely grateful for, the generously given time and commitment of all those involved. In particular, Eva has been an absolute delight to work with over the past months as we have corresponded together about many different aspects of the conference. It was also a great pleasure to meet David Wood, Head of the School of Linguistics and Language Studies (our hosts here at Carleton), during his academic visit to my own institution in Auckland as part of his sabbatical year. It is my sincere wish that all participants will leave the conference having been renewed and refreshed for our on-going worldwide work in promoting task-based ideas. I look forward to opportunities to catch up with many of you over the coming days. I particularly invite you to attend our General Meeting at 11.25 a.m. on the last day of the conference where you will be updated on the work of the IATBLT over the last two years and will have the opportunity to celebrate and honour our 2019 award winners. Please note that the proceedings of the General Meeting are not valid unless a majority of the members are present or represented by proxies. So, your attendance, and your opinions, matter a great deal! 3 Welcome Message from the Conference Chair Associate Professor Eva Kartchava Carleton University, Canada The School of Linguistics and Language Studies is thrilled to bring together scholars and educators to the beautiful campus of Carleton University, located in Canada’s capital, for the 8th International conference on Task- Based Language Teaching (TBLT). The 2019 conference marks only the second time since the instigation of TBLT conferences that a Canadian university hosts this prestigious event and the very first time that the venue takes place in the eastern part of the country. The honor to host is precipitated by the fact that task-based language teaching has become both a well-established presence in our teaching at undergraduate and graduate levels as well as in research that we conduct and supervise. The fact that TBLT is widely used in the second language education offered to adult newcomers to Canada furthers our motivation to gain knowledge and increase understanding about task-based theoretical insights, instructional practices, and assessment strategies from researchers and educators from around the world. With the “TBLT: Insight, Instruction, Outcomes” theme, the conference aims to broaden the current perspectives on TBLT by focusing on the learner, teaching, and evaluation of learning by asking “what lies ahead?” To this end, the topics covered by the 2019 conference include: theoretical perspectives on TBLT, task assessment and needs analysis, task complexity and task repetition, focus on the role of the learner and the teacher in TBLT, peer interaction, corrective feedback, motivation and affect, and innovations in the delivery/implementation of TBLT across contexts, modes, and materials. We are grateful to our plenary speakers, colloquia organizers, and practitioner workshop conveners for agreeing to share their knowledge with us – we know that their expertise will make a positive and invaluable impact on the overall quality of the conference. We extend our most sincere thanks to the reviewers who have generously given their time and expertise in helping us select the papers, colloquia, show-and-tell sessions, workshops, and posters that make up the conference program. This conference would not be possible without the help of the IATBLT, its Executive, and most importantly, Martin East, the IATBLT’s President. We would also like to acknowledge the generous support of the John Benjamins Publishing Company, Social Sciences and Humanities Research Council of Canada (SSHRC) Exchange Program - Knowledge Mobilization grant, and the Carleton community, including the Office of the Provost and Vice-President (Academic), Faculty of Arts and Social Sciences, Department of English Language and Literature, Institute of African Studies, and the School of Linguistics and Language Studies. We recognize and thank the researchers and practitioners who have traveled to Ottawa to participate in the conference - we look forward to learning from and alongside you! Kindly note that the members of the organizing committee and volunteers (many of whom are students of Applied Linguistics and Discourse Studies) are here to help in any way, so please don’t hesitate to call on us. Welcome to the TBLT 2019 conference, Carleton University, and Ottawa! 4 Scientific Committee Mohammad Javad Ahmadian Kim McDonough Maria Andria Marije Michel Agurtzane Azkarai Garai Maribel Montero Perez Kristof Baten Mike Murphy Ana Boman Don Myles Bram Bulte Jonathan Newton Diego Cortés Velásquez John Norris Larry Davis Lourdes Ortega Rick de Graaff Carmen Pérez-Vidal Bart Deygers Elke Peters Natalia Dolgova Geoffrey Pinchbeck Bill Dunn Leila Ranta Martin East Andrea Révész Farahnaz Faez Peter Robinson Sara Feijoo Antolin Michael Rodgers Maria del Pilar Garcia Mayo Shoko Sasayama Marta Gonzalez-Lloret Raquel Serrano Gisela Granena Ali Shehadeh Roger Guerrero Chris Sheppard Laura Gurzynski-Weiss Jaffer Sheyholislami Daniel O. Jackson Natsuko Shintani Eva Kartchava Nina Spada Casey Keck Veronika Timpe-Laughlin YouJin Kim Elsa Tragant Folkert Kuiken Koen Van Gorp Craig Lambert Ineke Vedder Justine Light Paula Winke Àngels Llanes Baró David Wood Shawn Loewen Yucel Yilmaz Marlene Lundy Nicole Ziegler Rosa M. Manchon 5 Organizing Committee Eva Kartchava (Conference Chair) Geoffrey Pinchbeck Michael Rodgers Jaffer Sheyholislami David Wood Tracey Wright Volunteers Fatima Ady Laura Astwood Aleksandra Bartosiewicz Amy Burlock June Creighton Payne Hesam Farahani Hiba Fazlullah Amir Elazhary Julian Heidt Ibtisam Joma Sebin Jung Yasin Kokarca Neil Lapierre Marlene Lundy Yana Lysiak Michaela Macdonald Gillian McLellan Mike Murphy Don Myles Patricia Saravesi Judy Seal Judy Senecal Lisa Valenta Helena Verdier Mercedes Van Noppen Connie Wall Nick Ward Alisa Zavialova 6 General Information Conference site All conference sessions will be held on Carleton University campus, at Richcraft Hall. This part of campus is the newest addition, with an open concept design and technologically-equipped rooms. The building also features a beautiful balcony that overlooks the Rideau River. Richcraft Hall (marked as “RB” in the Conference program) is easily accessible above ground or via the tunnel that stretches the length of the University (maps on pp. 94-98). Registration The registration desk is located in the Atrium of Richcraft Hall and will operate throughout the conference. Equipment All conference rooms are equipped with a computer, screen, high-speed Internet connection, and a projector. Presenters are encouraged to bring their presentations on a USB key. Should you, however, need to use a laptop, please be sure to bring with you the necessary dongle/adaptor to connect your laptop to the projector – we cannot guarantee that our Audiovisual service may be able to provide you with the necessary equipment and as such, ask for your cooperation in this regard. Lapel microphones will only be provided in RB 2200; the smaller conference rooms are not equipped
Load more

Recommended publications
  • SLA in Uncertain Times: Disciplinary Constraints, Transdisciplinary Hopes
    Working Papers in Educational Linguistics (WPEL) Volume 33 Number 1 Spring 2018 Article 1 Spring 2018 SLA in Uncertain Times: Disciplinary Constraints, Transdisciplinary Hopes Lourdes Ortega Follow this and additional works at: https://repository.upenn.edu/wpel Part of the Education Commons, and the Linguistics Commons Recommended Citation Ortega, L. (2018). SLA in Uncertain Times: Disciplinary Constraints, Transdisciplinary Hopes. 33 (1), Retrieved from https://repository.upenn.edu/wpel/vol33/iss1/1 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/wpel/vol33/iss1/1 For more information, please contact [email protected]. SLA in Uncertain Times: Disciplinary Constraints, Transdisciplinary Hopes Abstract We live in uncertain times in an uncertain world. While large-scale efforts exist to end poverty, promote peace, share wealth, and protect the planet, we are witnessing serious deterioration of solidarity and respect for human diversity, coupled with alarming tides of authoritarian populism in the West. Many multilinguals—even more so multilinguals in marginalized communities—are vulnerable in the present climate. Researching bi/multilingualism is the business of second language acquisition (SLA) researchers. How well equipped is this field to respond to the present challenges? In this article I unpack four constraints that I believe hamper SLA’s capacity to generate useful knowledge about multilingualism. One is a disciplinary identity that is built around the language two of learners and the late timing of learning. The second constraint is the adherence to an essentialist ontology of language that considers it a system separate from the act of communication. A third constraint is a teleological view of linguistic development benchmarked against an ideal monolingual native speaker model.
    [Show full text]
  • Syntactic Complexity in L2 Writing: Progress and Expansion
    Journal of Second Language Writing 29 (2015) 82–94 Contents lists available at ScienceDirect Journal of Second Language Writing journal homepage: www.elsevier.com/locate/seclan Syntactic complexity in L2 writing: Progress and expansion Lourdes Ortega Department of Linguistics, Georgetown University, 1437 37th Street NW, Box 571051, Poulton Hall 250, Washington, DC 20057-1051, USA A R T I C L E I N F O A B S T R A C T In this commentary to the Special Issue, I first identify four themes that arise from the Keywords: contributions that each study makes to the study of syntactic complexity in L2 writing. I Syntactic complexity then explore several other themes that stem from the collective findings from the five Crosslinguistic influence studies and which connect with the general landscape of the research domain. Two L2 proficiency Genre questions guide the domain. One question is substantive: What do we know about how Cross-rhetorical transfer syntactic complexity grows, and what factors affect this growth? The other question is L2 development methodological: How can one best measure syntactic complexity? Both, of course, are Writing quality interrelated. An overarching conclusion is that much progress has been made in what is already known, substantively and methodologically. An emerging insight is that we can look forward to several areas of expansion that are imminent in the domain. ã 2015 Elsevier Inc. All rights reserved. 1. Introduction Syntactic complexity is understood broadly as the range and the sophistication of grammatical resources exhibited in language production. Synonyms such as variety, diversity, and elaboratedness of deployed grammatical features are also often seen in all contemporary definitions of high currency among second language (L2) researchers.
    [Show full text]
  • The Routledge Handbook of Second Language Acquisition
    ROUTLEDGE HANDBOOKS The Routledge Handbook of Second Language Acquisition Edited by Susan M. Gass and Alison Mackey The Routledge Handbook of Second Language Acquisition ‘The editors, Susan M. Gass and Alison Mackey, have done a sterling job with this Handbook. The biggest names and rising stars in the fields of second language teaching and language learning have contributed to this “magnum opus”.’ Jean-Marc Dewaele, Birkbeck, University of London, UK The Routledge Handbook of Second Language Acquisition brings together fifty leading international figures in the field to produce a state-of-the-art overview of second language acquisition. The Handbook covers a wide range of topics related to Second Language Acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development. The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching second language acquisition. Susan M. Gass is University Distinguished Professor in the Department of Linguistics and Languages at Michigan State University. She is the author of many titles and co-author of Second Language Acquisition: An Introductory Course, Third Edition (Routledge, 2008), with Larry Selinker. She co-edits the series, Second Language Acquisition Research (with Alison Mackey, for Routledge). Alison Mackey is Professor in the Department of Linguistics at Georgetown University. She is the author of many titles, and co-author of Data Elicitation for Second and Foreign Language Research (Routledge 2007), with Susan M.
    [Show full text]
  • The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: a Longitudinal Study
    languages Article The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study M. Luz Celaya Department of Modern Languages and Literatures and English Studies, University of Barcelona, 08007 Barcelona, Spain; [email protected] Received: 21 March 2019; Accepted: 18 June 2019; Published: 19 June 2019 Abstract: The present longitudinal study analyses the emergence and development of syntactic patterns in English as a Foreign Language (EFL) written production. Data were elicited by means of a paper and pencil task from sixteen school learners at three different times over a time span of 6 years. Studies in the area of Second Language Writing (SLW) have mainly focused on English as a second language and very few longitudinal studies have been carried out with low proficiency learners in a school context. To further contribute to the field, we have tried out a new measure of analysis, namely, the production of syntactic patterns. The results show that most learners produce both a wider variety and a higher number of patterns from one time to another, although statistically significant differences vary across patterns in relation to the times of data collection; secondly, it was found that the behaviour of two of the learners differed from that of the rest of the participants. It is concluded that in an instructional setting, the development of syntactic patterns in EFL writing as proficiency increases does not always show progression towards complexity and that it may be learner dependent. Keywords: English as a foreign language; individual variation; syntactic patterns; Second Language Writing 1.
    [Show full text]
  • 2 Research Methods
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by UCL Discovery Luke Plonsky and Laura Gurzynski-Weiss 2 Research Methods Abstract: This paper begins with the assumption that there is no perfect study. Rather, the process of conducting language acquisition research involves numerous deci- sions, each of which is accompanied by a set of strengths and weaknesses and which must be justified as appropriate to the substantive domain and the research questions being addressed. The chapter describes many of these choices and their correspond- ing benefits and drawbacks, illustrating key concepts and techniques with examples while making frequent reference to methodological issues and trends currently taking place in the field. In particular, we focus on major decisions related to (a) research designs, both descriptive/observational and (quasi-)experimental; (b) elicitation tech- niques and instruments for collecting data both linguistic (e.g., grammaticality judg- ment tasks) and non-linguistic (e.g., questionnaires) in nature; and (c) quantitative (e.g., analysis of variance) and qualitative (e.g., grounded theory) techniques for analyzing data. Keywords: research design, quantitative research methods, qualitative research meth- ods, language acquisition, statistics 1 Introduction 1.1 The Value of Methodological Knowledge It is difficult to overstate the importance of methods in language acquisition research. Simply put, they are the means by which empirical evidence is gathered to advance knowledge. Our understanding of language acquisition is only as strong as the methods we employ. This path toward knowledge construction is contrasted with theoretical developments which complement, instruct, and are informed by empirical work (↗6 Language Acquisition Theories).
    [Show full text]
  • Challenging Learners in Their Individual Zone of Proximal Development Using Pedagogic Developmental Benchmarks of Syntactic Complexity
    Challenging Learners in Their Individual Zone of Proximal Development Using Pedagogic Developmental Benchmarks of Syntactic Complexity Xiaobin Chen and Detmar Meurers LEAD Graduate School and Research Network Department of Linguistics Eberhard Karls Universitat¨ Tubingen,¨ Germany {xiaobin.chen,detmar.meurers}@uni-tuebingen.de Abstract and identify reading material individually chal- lenging learners, essentially instantiating the next This paper introduces an Intelligent Com- stage of acquisition as captured by Krashen’s con- puter Assisted Language Learning system cept of i+1 (Krashen, 1981) or relatedly, but em- designed to provide reading input for lan- phasizing the social perspective, Vygotsky’s Zone guage learners based on the syntactic com- of Proximal Development (ZPD; Vygotsky, 1976). plexity of their language production. The In terms of structure of the paper, we first locate system analyzes the linguistic complexity our approach in terms of the Complexity, Accu- of texts produced by the user and of texts racy, and Fluency (CAF) framework in SLA re- in a pedagogic target language corpus to search. Then we review approaches adopted by identify texts that are well-suited to foster earlier studies in developmental complexity re- acquisition. These texts provide develop- search, including problems they pose for a peda- mental benchmarks offering an individu- gogical approach aimed at offering developmental ally tailored language challenge, making benchmarks. We propose and justify a solution, ideas such as Krashen’s i+1 or Vygotsky’s before presenting the architecture and functional- Zone of Proximal Development concrete ity of the SyB system. and empirically explorable in terms of a broad range of complexity measures in all 2 Development of Syntactic Complexity dimensions of linguistic modeling.
    [Show full text]
  • Lourdes Ortega Curriculum Vitae
    Lourdes Ortega Curriculum Vitae Updated: August 2019 Department of Linguistics 1437 37th Street NW Box 571051 Poulton Hall 250 Georgetown University Washington, DC 20057-1051 Department of Linguistics Fax (202) 687-6174 E-mail: [email protected] Webpage: https://sites.google.com/a/georgetown.edu/lourdes-ortega/ EDUCATION 2000 Ph.D. in Second Language Acquisition. University of Hawai‘i at Mānoa, Department of Second Language Studies, USA. 1995 M.A. in English as a Second Language. University of Hawai‘i at Mānoa, Department of Second Language Studies, USA. 1993 R.S.A. Dip., Diploma for Overseas Teachers of English. Cambridge University/UCLES, UK. 1987 Licenciatura in Spanish Philology. University of Cádiz, Spain. EMPLOYMENT since 2012 Professor, Georgetown University, Department of Linguistics. 2004-2012 Professor (2010-2012), Associate Professor (2006-2010), Assistant Professor (2004-2006), University of Hawai‘i at Mānoa, Department of Second Language Studies. 2002-2004 Assistant Professor (tenure-track), Northern Arizona University, Department of English. 2000-2002 Assistant Professor (tenure-track). Georgia State University, Department of Applied Linguistics and ESL. 1999-2000 Visiting Instructor of Applied Linguistics, Georgetown University, Department of Linguistics. 1994-1998 Research and Teaching Graduate Assistant, University of Hawai‘i at Mānoa, College of Languages, Linguistics, and Literature. 1987-1993 Instructor of Spanish, Instituto Cervantes of Athens, Greece. FELLOWSHIPS 2018: Distinguished Visiting Fellow at the Graduate Center, City University of New York, Advanced Research Collaborative (ARC). August through December, 2018. 2010: External Senior Research Fellow at the Freiburg Institute of Advanced Studies (FRIAS), University of Freiburg. One-semester residential fellowship at FRIAS to carry out project titled Pathways to multicompetence: Applying usage-based and constructionist theories to the study of interlanguage development.
    [Show full text]
  • Challenging Learners in Their Individual Zone of Proximal Development Using Pedagogic Developmental Benchmarks of Syntactic Complexity
    Challenging Learners in Their Individual Zone of Proximal Development Using Pedagogic Developmental Benchmarks of Syntactic Complexity Xiaobin Chen and Detmar Meurers LEAD Graduate School and Research Network Department of Linguistics Eberhard Karls Universitat¨ Tubingen,¨ Germany fxiaobin.chen,[email protected] Abstract and identify reading material individually chal- lenging learners, essentially instantiating the next This paper introduces an Intelligent Com- stage of acquisition as captured by Krashen’s con- puter Assisted Language Learning system cept of i+1 (Krashen, 1981) or relatedly, but em- designed to provide reading input for lan- phasizing the social perspective, Vygotsky’s Zone guage learners based on the syntactic com- of Proximal Development (ZPD; Vygotsky, 1976). plexity of their language production. The In terms of structure of the paper, we first locate system analyzes the linguistic complexity our approach in terms of the Complexity, Accu- of texts produced by the user and of texts racy, and Fluency (CAF) framework in SLA re- in a pedagogic target language corpus to search. Then we review approaches adopted by identify texts that are well-suited to foster earlier studies in developmental complexity re- acquisition. These texts provide develop- search, including problems they pose for a peda- mental benchmarks offering an individu- gogical approach aimed at offering developmental ally tailored language challenge, making benchmarks. We propose and justify a solution, ideas such as Krashen’s i+1 or Vygotsky’s before presenting the architecture and functional- Zone of Proximal Development concrete ity of the SyB system. and empirically explorable in terms of a broad range of complexity measures in all 2 Development of Syntactic Complexity dimensions of linguistic modeling.
    [Show full text]
  • Programme Overview
    SSLW 2010: Crossing Disciplinary Boundaries University of Murcia, Spain ‐ May 20‐22 PROGRAMME OVERVIEW STRANDS: ASS Assessment ACW Academic Writing CMW Computer-mediated Writing EC Error and Error Correction FEED Feedback FLW Foreign Language Writing PED Pedagogy RES Research Methodology SLA Second Language Acquisition TEXT Textual Analyses WFS Writing from Sources WPR Writing Processes Wednesday 19th, afternoon Sala Jorge Guillén (Facultad de Letras) 15.30-19.30 Registration 1 SSLW 2010: Crossing Disciplinary Boundaries University of Murcia, Spain ‐ May 20‐22 PROGRAMME OVERVIEW Thursday 20th, morning Paraninfo Hall 8.00-19.30 Registration Paraninfo 8.30 Official opening Paraninfo 9.00- 9.55 Plenary 1: Tony Silva The Disciplinary Development of Second Language Writing Studies 9.55- Coffee break 10.25 Hemiciclo Jorge Guillén Mariano Baquero Antonio Soler Sala de Juntas (Dcho.) Paraninfo CMW FEED PED ACW ASS Chair: Rea Chair: Dyson Chair: Turner Chair: Curry Chair: Panahi Lam Hernández-García Furneaux Effects of two portfolio Corpora-research benefits Bitchener Breeze Mastering academic writing within 10.30 assessment approaches on Special for L2 writing: error Supervisor feedback in the Teaching legal writing: voice, one discipline in one year: from ‘in 11.00 writing processes and Session: analysis and the use of thesis-writing process attitude, value the middle of nowhere’ to ‘I can products of EFL pre-university FL writing: grammar checkers do anything!’ Reflections on students O'Brien Theory and Nurmukhamedov & Gimenez ESL student writers’ Rouillon Research Racelis Crossing boundaries in L2 11.05 experiences with written Raters' assessment Teacher, please read! academic writing: Issues of 11.35 feedback received on discourses and talks: A Learners’ email writing disciplinarity, authority, and Convener: Rosa academic coursework on a qualitative approach behavior identity in health sciences M.
    [Show full text]
  • Annick De Houwer and Lourdes Ortega (Eds.), the Cambridge Handbook of Bilingualism Cambridge: Cambridge University Press, 2019, ISBN 978-1-107-17921-9, 664 Pages
    Theory and Practice of Second Language Acquisition vol. 6 (2), 2020, pp. 163–168 https://doi.org/10.31261/TAPSLA.8325 Annick De Houwer and Lourdes Ortega (Eds.), The Cambridge Handbook of Bilingualism Cambridge: Cambridge University Press, 2019, ISBN 978-1-107-17921-9, 664 pages The Cambridge Handbook of Bilingualism, edited by Annick De Houwer and Lourdes Ortega, is a welcome recent addition to the renowned series of Cambridge Handbooks in Language and Linguistics. The volume, as the editors state in the Introduction, presents a broad spectrum of research focusing on individual bilingualism in a lifespan perspective. More specifically, the editors’ intention in their selection of topics is to offer a developmentally oriented and socially contextualized perspective on the learning, use, and unlearning of more than one language or language variety. The volume consists of 27 chapters divided into six parts, a list of refer- ences, a language index, an index of place names and a subject index. The volume is dedicated to the memory of Jules Ronjat, a pioneer in bilingualism research, and Richard Schmidt, a second language researcher. This, together with the professional background of the editors, as well as the selection of authors, emphasizes the extent to which the perspectives of bilingualism and second language acquisition research are interconnected and makes the volume interesting and relevant for researchers in both fields. In the Introduction, subtitled Learning, Using and Understanding More than One Language (pp. 1–12), the editors present their perspective on bilingualism. Their approach to bilingualism is inclusive, that is, it includes all languages and language varieties, learned in instructed contexts or informally acquired, that an individual can at least understand to a minimal degree in whatever modality (spoken, written or signed), regardless of the precise number.
    [Show full text]
  • Surviving Monolingualism: Embracing Translingual Perspectives and Trans-Semiotizing
    SIT Graduate Institute/SIT Study Abroad SIT Digital Collections MA TESOL Collection SIT Graduate Institute Spring 5-6-2020 Surviving Monolingualism: Embracing Translingual Perspectives and Trans-semiotizing Kyle O'Brien Follow this and additional works at: https://digitalcollections.sit.edu/ipp_collection Part of the Applied Linguistics Commons, and the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation O'Brien, Kyle, "Surviving Monolingualism: Embracing Translingual Perspectives and Trans-semiotizing" (2020). MA TESOL Collection. 747. https://digitalcollections.sit.edu/ipp_collection/747 This Thesis is brought to you for free and open access by the SIT Graduate Institute at SIT Digital Collections. It has been accepted for inclusion in MA TESOL Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. Surviving Monolingualism 1 Surviving Monolingualism: Embracing Translingual Perspectives and Trans-semiotizing Kyle O’Brien Submitted in partial fulfillment of the requirements for the Master of Arts in TESOL degree at SIT Graduate Institute Brattleboro, Vermont May 2020 IPP Advisor: Elka Todeva, Ph.D. Surviving Monolingualism 2 CONSENT TO USE OF IPP I hereby grant permission for World Learning to publish my IPP on its websites and in any of its digital/electronic collections, and to reproduce and transmit my IPP electronically. I understand that World Learning’s websites and digital collections are publicly available via the Internet. I agree that World Learning is NOT responsible for any unauthorized use of my Thesis by any third party who might access it on the Internet or otherwise. Student name: Kyle O’Brien Date:5/6/20202 Surviving Monolingualism 3 Abstract This thesis is an attempt to contribute to the deconstruction of the monolingual myth that has dominated language attitudes and the language classroom in the U.S.
    [Show full text]
  • In Celebration of Diane Larsen-Freeman Lourdes Ortega & Zhaohong Han (Eds.)
    Studies in TESOL & Applied Linguistics at Teachers College, Columbia University, Vol. 19, No. 1, 72-77 Book Review Complexity Theory and Language Development: In celebration of Diane Larsen-Freeman Lourdes Ortega & ZhaoHong Han (Eds.). Amsterdam and Philadelphia: John Benjamins Publishing Company. 2017. Pp. 1 + 234. This book presents a collective effort of scholars in applied linguistics to expand the horizon of the application of Complexity Theory (CT) in the research of second language development (SLD). Ever since the inception of this paradigmatic shift initiated by Diane Larsen-Freeman in 1997, SLD research has gradually transformed to acknowledge, value, and focus on the investigation of the variability and nonlinearity of the SLD process. The curation of this volume includes first a centerpiece by Larsen-Freeman that lays out the theoretical background of CT in SLD research and nine other chapters, both theoretical and empirical, that center around the discussion of SLD as a complex dynamic system. Topics covered include the use of terminology under the CT framework, complex brain structures and language development, research on individual differences, methodological techniques and norms under CT, CT and L2 pedagogy, the multilingual systems, and the ultimate outcome of SLD. As the theoretical overview and the centerpiece of this volume, Chapter 1 by Larsen- Freeman addresses three aspects that are fundamental for understanding language development through the lens of CT, namely what CT is, the paradigmatic shift CT propels in the field of SLD, and three crucial questions if research in SLD were to be guided by such a complex conceptual framework. CT is “fundamentally a theory of change” (p.
    [Show full text]