Perspectives on Language as Action (New Perspectives on Language and Education, 64) - Softcover

Softcover

ISBN 10: 1788922921 ISBN 13: 9781788922920

Verlag: Multilingual Matters, 2019

Inhaltsangabe

This edited volume has been compiled in honour of Professor Merrill Swain, one of the most prominent scholars in the field of second language acquisition (SLA) and second language (L2) education. For over four decades, her work has contributed substantially to the knowledge base of the field of applied linguistics, and her ideas have had a significant influence in a range of subfields, including immersion education, mainstream SLA, and sociocultural theory and SLA. The range of topics covered in the book reflects the breadth and depth of Swain's contributions, expertise and interests. The volume is divided into four parts: immersion education, languaging, sociocultural perspectives on L2 teaching and learning, and developments in language as social action.

Über diesen Titel

Über die Autorin bzw. den Autor

Mari Haneda is an Associate Professor of World Languages Education and Applied Linguistics in the Department of Curriculum and Instruction at the Pennsylvania State University, USA. Her research interests include the education of school-age EAL students, ESL teachers' work and L2 language and literacy development.

Hossein Nassaji is a Professor of Applied Linguistics in the Department of Linguistics at the University of Victoria, Canada. His research interests include SLA, corrective feedback, form-focused instruction, task-based teaching and classroom discourse.

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Perspectives on Language as Action

Festschrift in honour of Merrill Swain

By Mari Haneda

Multilingual Matters

Copyright © 2019 Mari Haneda, Hossein Nassaji and the authors of individual chapters
All rights reserved.

ISBN: 978-1-78892-292-0

Contents

Contributors, vii, 
Foreword James P. Lantolf, xiii, 
Introduction Mari Haneda and Hossein Nassaji, 1, 
Part 1: Immersion Education, 
1 Pushing Immersion Forward Roy Lyster, 11, 
2 Context Matters: Translanguaging and Language Immersion Education in the US and Canada Tara W. Fortune and Diane J. Tedick, 27, 
3 Research Trends and Future Challenges in Swedish Immersion Siv Bjorklund, 45, 
Part 2: Languaging, 
4 The Role of Languaging in Collaborative and Individual Writing: When Pairs Outperform Individuals Yuko Watanabe, 63, 
5 Effect of Languaging Activities on L2 Learning Motivation: A Classroom-Based Approach Tae-Young Kim, 80, 
6 Second Language Concept-Based Pragmatics Instruction: The Role of Languaging Rémi A. van Compernolle and Celeste Kinginger, 99, 
Part 3: Sociocultural Perspectives on Second Language Teaching and Learning, 
7 Collaborative Output: A Review of Theory and Research Hossein Nassaji, 119, 
8 Promoting L2 In-Service Teachers' Emocognitive Development through Collaborative Dialogue Próspero N. García, 133, 
9 Languaging in a Gerontological Context: From Conception to Realization Sharon Lapkin, 152, 
10 Mentorship as Mediation: Appreciating Merrill Swain Linda Steinman, 165, 
Part 4: Issues and Developments in Language as Social Action, 
11 Language Play and Double Voicing in Second Language Acquisition and Use Elaine Tarone, 177, 
12 Monolingual Versus Multilingual Language Use in Language Classrooms: Contested and Mediated Social and Linguistic Practice Patricia A. Duff, 193, 
13 Assisted Performance through Instructional Coaching: A Critical Sociocultural Perspective Mari Haneda, Brandon Sherman and Annela Teemant, 212, 
14 An EMCA Approach to Capturing the Specialized Work of L2 Teaching: A Research Proposal Joan Kelly Hall, 228, 
Conclusion Hossein Nassaji and Mari Haneda, 246, 
Afterword G. Richard Tucker, 251, 
Index, 253, 

CHAPTER 1

Pushing Immersion Forward

Roy Lyster

Merrill Swain: Distinguished Immersion Scholar

In 2016, the Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota conferred its first ever Distinguished Scholar Award at its Sixth International Conference on Immersion and Dual Language Education. The inaugural recipient was none other than Merrill Swain, in recognition of her role as a leader in the field of immersion education, having made significant contributions in the areas of both research and service.

Merrill Swain's seminal papers on immersion in the 1980s emphasized the importance of student production. Her output hypothesis triggered a turning point in the conceptualizations of immersion pedagogy and has been a source of inspiration for many researchers including myself. The output hypothesis can be seen as an important stage in her thinking, acting as a bridge between her earlier large-scale, evaluative research on immersion education, and moving toward a Vygotskian sociocultural approach to second language acquisition (SLA), emphasizing the interpersonal and collaborative co-construction of knowledge in the language learning process.

Merrill Swain began her long and productive career in 1973 at the Ontario Institute for Studies in Education at the University of Toronto, where she is currently professor emerita. During her career, she co-authored or co-edited 12 books or special issues related to immersion education, 95 book chapters and 135 papers in refereed journals. In addition, she co-supervised a remarkable total of 64 PhD students. Given the extent of her prolific career that was always moving forward, this chapter will focus on only a small part of it, namely, her early work conducted specifically in French immersion classrooms in Canada. Whereas Swain's earlier notions of functionally restricted input and the need for pushed output derived directly from her observations of immersion classrooms, her later research covered many contexts other than French immersion classrooms, ranging from adult university-level learners of French second language (L2) (Swain et al., 2009) to aging adults living in long-term care facilities (Motobayashi et al., 2014; Swain, 2013). Readers interested in her entire career will need to continue reading this timely volume dedicated to her wide-ranging contributions, aptly edited by Hossein Nassaji and Mari Haneda.

As for this chapter, it is devoted entirely to Swain's early pioneering work in French immersion contexts and its impact on immersion education. I suspect that many new scholars will be more familiar with Swain's later work, but I want to stress the importance of knowing her earlier work and its direct impact on moving French immersion forward at a time when its instructional practices still needed to be more clearly defined and based on research evidence. I will conclude that this body of seminal research is not always taken into account in the ever-increasing implementation of various types of content-based L2 programs around the globe. The purpose of this chapter is thus to highlight Swain's pioneering work in French immersion while rekindling the collective memory about its importance in program design and implementation.

Advocate for Change

Initial conceptualizations of immersion education and other forms of content-based language teaching underestimated the extent to which the target language needs to be attended to. It was initially believed that the L2 would develop naturally through exposure to comprehensible input in the form of content teaching and that students would pick up the language given sufficient time and input. Yet, as early as 1974, Merrill Swain (1974: 125) expressed concern about the L2 development of French immersion students, stating that 'some of the errors do not disappear' even after many years in immersion. To explain this, she argued that, first, teachers tend to ignore spoken errors so as not to disrupt the flow of communication and, second, communication with peers tends to 'reinforce their own classroom dialect of French' (Swain, 1974: 126).

Then, in a subsequent and well-known paper, Canale and Swain (1980) also drew from immersion findings (e.g. Harley & Swain, 1978: 11) to support their assertion that 'even with young children, grammatical accuracy in the oral mode does not improve much after a certain stage, perhaps when the learners have reached a level of grammatical accuracy adequate to serve their communicative needs'. They put forth that 'there seem to be no strong theoretical reasons for emphasizing getting one's meaning across over grammatical accuracy at the early stages of second language learning' and proposed instead 'some combination of emphasis on grammatical accuracy and emphasis on meaningful communication from the very start' (Harley & Swain, 1978: 14).

Thus, from the beginning, Merrill Swain was aware of some of the limitations of immersion education and subsequently became an advocate for change and a key player in proposing solutions. And, solutions were indeed proposed in her seminal papers that followed (Swain, 1985, 1988).

Pushed Output

In the first seminal paper, Swain (1985) proposed that comprehensible input alone is...

Details zur Ausgabe

• Verlag: Multilingual Matters
• Erscheinungsdatum: 2019
• Sprache: Englisch
• ISBN 10: 1788922921
• ISBN 13: 9781788922920
• Einband: Taschenbuch
• Anzahl der Seiten: 284
• Herausgeber: Haneda Mari, Nassaji Hossein
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: gpsr@libri.de; gpsr@libri.de; ; Europaallee 1; Bad Hersfeld; 36244; Deutschland