{"title":"Diverse perspectives on second language learning and teaching (SLA/T) research in dialogue, co‐constructing common ground: A response","authors":"Scott Thornbury","doi":"10.1111/modl.12981","DOIUrl":"https://doi.org/10.1111/modl.12981","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143451427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A psycholinguistic perspective on SLA/T","authors":"Xiaomei Qiao","doi":"10.1111/modl.12973","DOIUrl":"https://doi.org/10.1111/modl.12973","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143451431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marije Michel, Dwight Atkinson, Amable Custodio Ribeiro, Theodora Alexopoulou, Marco Cappellini, Søren Wind Eskildsen, Xuesong (Andy) Gao, John Hellermann, Hayriye Kayi‐Aydar, Wander Lowie, Jorge Andres Mejía‐Laguna, Lourdes Ortega, Simona Pekarek Doehler, Miyuki Sasaki, Masatoshi Sato, Steven L. Thorne, Yongyan Zheng
In this final article in this guest‐edited issue on synergies in second language acquisition and teaching (SLA/T), we attempt to bring together the main content of this issue in an overall, combined synergy statement, concluding this project as a whole. Let us remind readers of the project: A shared effort by 17 scholars taking 11 different perspectives on SLA/T is not the norm in our field. Our aim has been to promote the intermingling and cross‐pollination of ideas, on the conviction that such efforts are needed to promote a field that is more than simply the sum of its parts, which are quite dispersed. In this article, we take up the challenge of synergizing the synergies. Taking into account the group synergy statements (Articles 2–4 of this guest‐edited issue), we explore those areas where we find synergies, commensurabilities, and complementary insights based on cross‐pollination among a collection of scholars representing diverse perspectives on SLA/T.
{"title":"Forging common ground in second language acquisition and teaching: A combined synergy statement","authors":"Marije Michel, Dwight Atkinson, Amable Custodio Ribeiro, Theodora Alexopoulou, Marco Cappellini, Søren Wind Eskildsen, Xuesong (Andy) Gao, John Hellermann, Hayriye Kayi‐Aydar, Wander Lowie, Jorge Andres Mejía‐Laguna, Lourdes Ortega, Simona Pekarek Doehler, Miyuki Sasaki, Masatoshi Sato, Steven L. Thorne, Yongyan Zheng","doi":"10.1111/modl.12983","DOIUrl":"https://doi.org/10.1111/modl.12983","url":null,"abstract":"In this final article in this guest‐edited issue on synergies in second language acquisition and teaching (SLA/T), we attempt to bring together the main content of this issue in an overall, combined synergy statement, concluding this project as a whole. Let us remind readers of the project: A shared effort by 17 scholars taking 11 different perspectives on SLA/T is not the norm in our field. Our aim has been to promote the intermingling and cross‐pollination of ideas, on the conviction that such efforts are needed to promote a field that is more than simply the sum of its parts, which are quite dispersed. In this article, we take up the challenge of synergizing the synergies. Taking into account the group synergy statements (Articles 2–4 of this guest‐edited issue), we explore those areas where we find synergies, commensurabilities, and complementary insights based on cross‐pollination among a collection of scholars representing diverse perspectives on SLA/T.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143452343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Diversity within unity","authors":"Diane Larsen‐Freeman","doi":"10.1111/modl.12972","DOIUrl":"https://doi.org/10.1111/modl.12972","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143452324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we present our vision of a transformed second language acquisition and teaching (SLA/T) disciplinary community that approaches second language (L2) education through four pillars. The first pillar is praxeology (i.e., the study of human action) to highlight the sociocontextually emergent nature of L2 competence. It locates the emergence of L2 grammar and interactional competence in humans acting conjointly with others with and through their L2 across a large variety of social situations and transnational, transcultural, and translingual spaces. The second pillar, humanism, calls for a complex dynamic systems theory–informed understanding of individual differences, with learner agency as a central driving force. The third pillar is equity to confront the field with the recognition that language learning is profoundly inequitable and that most present forms of inequity and injustice, including language‐related inequities, are rooted in coloniality, a matrix of power invented in the late 15th century by European White settlers to ensure the success of colonial domination. Mixed methods research, the fourth pillar, emphasizing emic perspectives, can make findings generalizable and transferrable for practitioners and policymakers, while also revealing the nuanced voices of underrepresented language learner populations. We close by illustrating our vision with the vignette of a language learner and calling researchers to use these four pillars in collaborative pursuits of this SLA/T synergy.
{"title":"Praxeology, humanism, equity, and mixed methods: Four pillars for advancing second language acquisition and teaching","authors":"Yongyan Zheng, Lourdes Ortega, Simona Pekarek Doehler, Miyuki Sasaki, Søren Wind Eskildsen, Xuesong (Andy) Gao","doi":"10.1111/modl.12977","DOIUrl":"https://doi.org/10.1111/modl.12977","url":null,"abstract":"In this article, we present our vision of a transformed second language acquisition and teaching (SLA/T) disciplinary community that approaches second language (L2) education through four pillars. The first pillar is praxeology (i.e., the study of human action) to highlight the sociocontextually emergent nature of L2 competence. It locates the emergence of L2 grammar and interactional competence in humans acting conjointly with others with and through their L2 across a large variety of social situations and transnational, transcultural, and translingual spaces. The second pillar, humanism, calls for a complex dynamic systems theory–informed understanding of individual differences, with learner agency as a central driving force. The third pillar is equity to confront the field with the recognition that language learning is profoundly inequitable and that most present forms of inequity and injustice, including language‐related inequities, are rooted in coloniality, a matrix of power invented in the late 15th century by European White settlers to ensure the success of colonial domination. Mixed methods research, the fourth pillar, emphasizing emic perspectives, can make findings generalizable and transferrable for practitioners and policymakers, while also revealing the nuanced voices of underrepresented language learner populations. We close by illustrating our vision with the vignette of a language learner and calling researchers to use these four pillars in collaborative pursuits of this SLA/T synergy.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143451426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Issue Information ‐ TOC","authors":"","doi":"10.1111/modl.12859","DOIUrl":"https://doi.org/10.1111/modl.12859","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143451430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This complex article has six subsections. Following a brief introduction, one team of three co‐authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía‐Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini introduces an eclectic perspective in which online communication is analyzed multimodally; Kayi‐Aydar develops a broad‐based identity perspective; and Lowie presents a complex dynamic systems theory perspective on SLA/T. In the final subsection of this article, the six authors investigate together how their different perspectives might synergize with and complement each other. Conceptually, they develop five main points: (a) SLA/T is a process, (b) SLA/T is relational and ecological, (c) SLA/T occurs on multiple temporal dimensions and analytical levels, and (d) SLA/T is multimodal and embodied. Methodologically, they find common ground in multimethods and case‐based research approaches covering a range of different timescales. Pedagogically, they acknowledge the diversity of educational environments around the world, support local autonomy for teachers, and understand learning as emergent.
{"title":"Relationality, interconnectedness, and identity: A process‐focused approach to second language acquisition and teaching (SLA/T)","authors":"Dwight Atkinson, Jorge Mejía‐Laguna, Amable Custodio Ribeiro, Marco Cappellini, Hayriye Kayi‐Aydar, Wander Lowie","doi":"10.1111/modl.12982","DOIUrl":"https://doi.org/10.1111/modl.12982","url":null,"abstract":"This complex article has six subsections. Following a brief introduction, one team of three co‐authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía‐Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini introduces an eclectic perspective in which online communication is analyzed multimodally; Kayi‐Aydar develops a broad‐based identity perspective; and Lowie presents a complex dynamic systems theory perspective on SLA/T. In the final subsection of this article, the six authors investigate together how their different perspectives might synergize with and complement each other. Conceptually, they develop five main points: (a) SLA/T is a process, (b) SLA/T is relational and ecological, (c) SLA/T occurs on multiple temporal dimensions and analytical levels, and (d) SLA/T is multimodal and embodied. Methodologically, they find common ground in multimethods and case‐based research approaches covering a range of different timescales. Pedagogically, they acknowledge the diversity of educational environments around the world, support local autonomy for teachers, and understand learning as emergent.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143451425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Navigating the SLA/T conceptual landscape and investing in transdisciplinary practices","authors":"Ron Darvin","doi":"10.1111/modl.12979","DOIUrl":"https://doi.org/10.1111/modl.12979","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143452339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Issue Information ‐ Copyright Page","authors":"","doi":"10.1111/modl.12860","DOIUrl":"https://doi.org/10.1111/modl.12860","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143451422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dwight Atkinson, Marije Michel, Amable Custodio Ribeiro
{"title":"Introduction to the guest‐edited issue: Synergies in second language acquisition and teaching (SLA/T)","authors":"Dwight Atkinson, Marije Michel, Amable Custodio Ribeiro","doi":"10.1111/modl.12975","DOIUrl":"https://doi.org/10.1111/modl.12975","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143451423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：