Difference between revisions of "Wagner2019"
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|BibType=INCOLLECTION | |BibType=INCOLLECTION | ||
|Author(s)=Johannes Wagner | |Author(s)=Johannes Wagner | ||
| − | |Title=Towards an | + | |Title=Towards an epistemology of second language learning in the wild |
| − | |Editor(s)=Søren W. Eskildsen | + | |Editor(s)=John Hellermann; Søren W. Eskildsen; Simona Pekarek Doehler; Arja Piirainen-Marsh; |
|Tag(s)=EMCA; Collection; Documentary method; Ecological validity; Embodiment; Language teaching epistemology; Social infrastructure | |Tag(s)=EMCA; Collection; Documentary method; Ecological validity; Embodiment; Language teaching epistemology; Social infrastructure | ||
|Key=Wagner2019 | |Key=Wagner2019 | ||
| + | |Publisher=Springer | ||
|Year=2019 | |Year=2019 | ||
|Language=English | |Language=English | ||
| − | |Booktitle=Conversation Analytic Research on Learning-in-Action | + | |Address=Cham |
| − | |Pages= | + | |Booktitle=Conversation Analytic Research on Learning-in-Action: The Complex Ecology of Second Language Interaction ‘in the Wild’ |
| + | |Pages=251–271 | ||
|URL=https://link.springer.com/chapter/10.1007/978-3-030-22165-2_10 | |URL=https://link.springer.com/chapter/10.1007/978-3-030-22165-2_10 | ||
| − | |DOI= | + | |DOI=10.1007/978-3-030-22165-2_10 |
|Abstract=This chapter argues that a new epistemology for the field of SLA, rooted in sociology rather than in psychology, is taking form with radical consequences for the organization of second language practices, including learning and teaching. Central elements in this new epistemology are the following elements to be discussed in the chapter: | |Abstract=This chapter argues that a new epistemology for the field of SLA, rooted in sociology rather than in psychology, is taking form with radical consequences for the organization of second language practices, including learning and teaching. Central elements in this new epistemology are the following elements to be discussed in the chapter: | ||
| − | 1. | + | 1. Learning is bound to participation in the life world and therefore to the personal history of each learner. |
| − | Learning is bound to participation in the life world and therefore to the personal history of each learner. | + | 2. Spoken language is the primordial mode of mundane social interaction. |
| − | + | 3. Classrooms need to feed on the everyday practices of the students and to center on support students to establish life world relations. | |
| − | + | 4. In the social interactions in which language learners engage, trouble in the talk will often trigger repair practices through which new language material is offered by the co-participants. | |
| − | 2. | ||
| − | Spoken language is the primordial mode of mundane social interaction. | ||
| − | |||
| − | |||
| − | 3. | ||
| − | Classrooms need to feed on the everyday practices of the students and to center on support students to establish life world relations. | ||
| − | |||
| − | |||
| − | 4. | ||
| − | In the social interactions in which language learners engage, trouble in the talk will often trigger repair practices through which new language material is offered by the co-participants. | ||
| − | |||
| − | |||
The chapter outlines the argument and methodology that lie behind this new epistemology, drawing on Ethnomethodology (EM) and Conversation Analysis (CA), thereby reformulating second language learning as an embodied, sociological project. Finally, the chapter discusses the consequences of this sociological perspective on learning for conceptualizing second language teaching in the form of the development of resources for creating social infrastructures for learning. | The chapter outlines the argument and methodology that lie behind this new epistemology, drawing on Ethnomethodology (EM) and Conversation Analysis (CA), thereby reformulating second language learning as an embodied, sociological project. Finally, the chapter discusses the consequences of this sociological perspective on learning for conceptualizing second language teaching in the form of the development of resources for creating social infrastructures for learning. | ||
}} | }} | ||
Latest revision as of 09:35, 15 January 2020
| Wagner2019 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Wagner2019 |
| Author(s) | Johannes Wagner |
| Title | Towards an epistemology of second language learning in the wild |
| Editor(s) | John Hellermann, Søren W. Eskildsen, Simona Pekarek Doehler, Arja Piirainen-Marsh |
| Tag(s) | EMCA, Collection, Documentary method, Ecological validity, Embodiment, Language teaching epistemology, Social infrastructure |
| Publisher | Springer |
| Year | 2019 |
| Language | English |
| City | Cham |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 251–271 |
| URL | Link |
| DOI | 10.1007/978-3-030-22165-2_10 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Conversation Analytic Research on Learning-in-Action: The Complex Ecology of Second Language Interaction ‘in the Wild’ |
| Chapter | |
Abstract
This chapter argues that a new epistemology for the field of SLA, rooted in sociology rather than in psychology, is taking form with radical consequences for the organization of second language practices, including learning and teaching. Central elements in this new epistemology are the following elements to be discussed in the chapter: 1. Learning is bound to participation in the life world and therefore to the personal history of each learner. 2. Spoken language is the primordial mode of mundane social interaction. 3. Classrooms need to feed on the everyday practices of the students and to center on support students to establish life world relations. 4. In the social interactions in which language learners engage, trouble in the talk will often trigger repair practices through which new language material is offered by the co-participants. The chapter outlines the argument and methodology that lie behind this new epistemology, drawing on Ethnomethodology (EM) and Conversation Analysis (CA), thereby reformulating second language learning as an embodied, sociological project. Finally, the chapter discusses the consequences of this sociological perspective on learning for conceptualizing second language teaching in the form of the development of resources for creating social infrastructures for learning.
Notes
