Language learners’ metasociolinguistic reflections: A window into developing sociolinguistic repertoires

Beaulieu, Suzie; Woll, Nina; French, Leif; Duchemin, Marie

doi:10.1016/j.system.2018.07.001

Cited by 10 publications

(11 citation statements)

References 16 publications

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“…In raising these questions, this study aims to map out the sociolinguistic competence of L2 learners at a particular point in their trajectory of learning Arabic. In so doing, our research contributes to broader scholarly understanding about the role classroom instruction can play in enhancing the development of learners' sociolinguistic competence-an underresearched topic in the broader SLA literature (Beaulieu et al, 2018).…”

Section: Literature Review: Code Choice and Larabic Learningmentioning

confidence: 87%

“…Language learners may have some metalinguistic awareness about the general norms around the various codes but often feel confused about when and how to make use of them within a single communicative situation (e.g., French & Beaulieu, 2016; Sánchez, 1999). This is one reason why scholars have called for more research on L2 learners' “metasociolinguistic reflection”—that is, their metalinguistic awareness in relation to sociolinguistic aspects of language—as a way to better understand how learners notice, analyze, and employ code use strategies (e.g., Beaulieu et al, 2018; van Compernolle, 2019; van Compernolle & Williams, 2013). Studies have suggested that explicit instruction in code/style use can raise learners' awareness of sociolinguistic variation (e.g., French & Beaulieu, 2016; Raish, 2015; van Compernolle, 2019; van Compernolle & Williams, 2012, 2013) and increase their confidence and effectiveness in making style and code shifts (e.g., French & Beaulieu, 2016; van Compernolle & Williams, 2012, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires

Nassif,

Shapiro

2023

Foreign Language Annals

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Code use, including codeswitching and/or style‐shifting, is an important but undertaught aspect of L2 sociolinguistic competence, and an important aspect of L2 learners' translanguaging repertoires. This study examines code use in Arabic—a diglossic language with distinct social uses for the prestige variety (Modern Standard Arabic, MSA) and Colloquial Arabic (CA). The study involved 10 participants who were third‐year, L2 learners of Arabic in a multidialectal program, and focused on the questions: (1) What types of metasociolinguistic awareness are evident among advanced learners of Arabic who have had multidialectal training? (2) To what extent is this awareness reflected in their productions? Data collection included a language learning history survey, spoken and written productions in Arabic, and an English interview. Findings show that participants had a complex awareness of MSA‐CA use that could be further expanded through instruction, suggesting that the trajectory of sociolinguistic competence development is complex, nonlinear, and influenced by instructional, social, and idiolectal factors. This study has important scholarly and pedagogical implications, and is linked to the rapidly growing body of scholarship on translanguaging practices and pedagogies.

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Section: Literature Review: Code Choice and Larabic Learningmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires

Nassif,

Shapiro

2023

Foreign Language Annals

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“…The Study of personal address has always been a popular topic within sociolinguistics because address terms open communicative acts and set the tone for the interchanges that follow (McKee et al, 2021;Susanto, 2014). Addressing the term is one of the sociolinguistics aspects, it refers to a name that might come from status (Beaulieu et al, 2018;Dippold et al, 2020). Gorontalese language is one of the local languages which have a relation with the society and social aspect.…”

Section: Discussionmentioning

confidence: 99%

Defining the Addressing Terms in Indonesian Language (A Case Study of Gorontalese)

Olii

2021

JPBI

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As one aspect of sociolinguistics, social communication is used to indicate relationships in society and refers to names that may come from status. Indonesia has many regional languages, one of which is Gorontalo. In Gorontalo, there are many regional languages. This study aims to analyze the meaning of the greeting terms used by the Gorontalo language speakers. The qualitative descriptive method was used in this study through interviews. Informants were taken based on the criteria of native speakers, adults, able to speak and understand the language, good speaking skills, and socially acceptable groups. The data collection uses a list of words and sentences about the term nicknames in Indonesian as an instrument. The steps to analyze the data are unitization, categorization, explanation, and interpretation. The study results found several greeting terms in the Gorontalo language, namely community, and religious leaders, grandparents' relationships with parents, grandchildren, neighbors, and friends. The greeting terms here are used in the formal and informal language during a conversation, and each language that exists in different or different communication has its characteristics in using the greeting term.

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“…The findings of such studies further suggested that learners need to become aware of sociolinguistic variation before they can engage in the process of developing receptive and productive knowledge of it [8]. Additionally, they suggested that it is beneficial for learners to start acquiring sociolinguistic knowledge early to avoid needing to counteract the entrenched invariable use of sociolinguistic variants at later stages [6,8].…”

Section: Fsl Learners' Metasociolinguistic Knowledgementioning

confidence: 96%

Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs

Rehner

Lasan

2023

Education Sciences

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This article explores how teachers’ professional learning about the Common European Framework of Reference (CEFR) can re-orient their reported teaching practices to meet learner-identified sociolinguistic needs. To this end, the article first examines learners’ sociolinguistic needs by exploring the extent to which post-secondary French-as-a-second-language (FSL) learners, who completed their elementary and secondary schooling in Ontario, Canada, believe that they have successfully developed sociolinguistic competence in their target language. Specifically, it considers the learners’ assessment of their sociolinguistic abilities, the types of sociolinguistic skills they wish to develop further, a comparison with their actual sociolinguistic performance, and the ways in which they hope to develop the sociolinguistic skills they feel they lack. Second, the article explores Ontario elementary- and secondary-school FSL teachers’ reported focus on sociolinguistic competence in their teaching after having engaged in intensive and extensive CEFR-oriented professional learning. Specifically, it considers how the teachers’ professional learning influences the sociolinguistic relevance of their planning, classroom practice, and assessment and evaluation. The article concludes by considering whether the degree of “fit” between the learners’ self-identified needs and the teachers’ reports of their re-oriented practices is poised to improve the sociolinguistic outcomes of Ontario FSL learners.

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Language learners’ metasociolinguistic reflections: A window into developing sociolinguistic repertoires

Cited by 10 publications

References 16 publications

Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires

Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires

Defining the Addressing Terms in Indonesian Language (A Case Study of Gorontalese)

Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs

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