(Re)creating our Worlds with Words: A Sociohistorical Perspective of Face-to-Face Interaction

Hall, Joan Kelly

doi:10.1093/applin/16.2.206

Cited by 118 publications

(111 citation statements)

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“…It is one where, in the course of studying the language, socio-political issues are discussed most especially by the learners guided by the teacher. This principle also affirms the notion that language learning theory and teaching should pay its focus on larger sociohistorical and political forces found in the social identities of people who use them (Hall, 1995;Aliakbari & Faraji, 2011). It veers away from the traditional notion of language teaching as merely the teaching of grammatical function and structures of language devoid of any socio-political relevance.…”

Section: Critical Language Pedagogy Is a Political Processsupporting

confidence: 69%

Principles of Critical Language Pedagogy: A literature review

Piosang¹

2017

IJRSLL

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The present article enumerated and discussed some principles of Critical Language Pedagogy (CLP) through literature review. CLP is defined in this paper as an approach to language pedagogy where language teaching is a tool for developing learners who are (1) critically aware of social problems that emanate from oppression and injustice; and, (2) able to argue for solutions and counter-argue, hence triggering critical discourse in the classroom. There are six principles that were derived through literature review. These principles include: (1) Critical language pedagogy is a political process; (2) Critical language pedagogy is student-centered; (3) Critical language pedagogy makes classes as democratic public spheres, (4) Critical language pedagogy is highly dialogical, (5) Critical language pedagogy employs emancipatory authority, and (6) Critical language pedagogy is aimed at social transformation.

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Section: Critical Language Pedagogy Is a Political Processsupporting

confidence: 69%

Principles of Critical Language Pedagogy: A literature review

Piosang¹

2017

IJRSLL

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“…In light of sociocultural theory (e.g., Hall, 1995;Lantolf, 2000;Vygotsky, 1978) and research on communities of practice (e.g., Lave & Wenger, 1991), Norton and Toohey (2001) point out that "understanding good language learning requires attention to social practices in the contexts in which individual learn L2s" (p.318), and urge researchers to pay attention to how communities and their practices are structured. Their position is echoed in the book Social Turn in Second Language Acquisition by Block (2003).…”

Section: Literature Reviewmentioning

confidence: 99%

A qualitative study on learning trajectories of non-native Chinese instructors as successful Chinese language learners

Liu

Wang

2018

Asian. J. Second. Foreign. Lang. Educ.

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This paper reports a qualitative study on the Chinese language learning trajectories of non-native Chinese instructors as successful Chinese language learners. While some literature has been found on studying good learners of English and other languages, there is a lack of research on studying good learners of the Chinese language, especially on their life-long Chinese learning process. Six active instructors teaching Chinese at K-12 schools or universities in the United States, whose native language is English, were interviewed on a one-on-one basis with an auto/biographical approach. This approach, as one type of narrative inquiries under a qualitative paradigm, has been increasingly used in the study of English language learners. Findings of the study include that the six participants all had experiences studying in Greater China, and all held lifelong learning attitude as well as demonstrated various self-regulation strategies with strong self-motivation and dedication. While they all took Chinese classes at college, only two of them studied prior to college, which is encouraging for Chinese learners who were unable to learn Chinese from an early age. This study helps to fill the gap in literature on good language learners of Chinese, and provides educational implications for Chinese language learners, instructors, researchers, and other stakeholders.

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Section: Practise and Use Of English In Meaningful Ways As A Motivatimentioning

confidence: 99%

“…It is widely believed that language practise plays a fundamental role in the attainment of language (Aljaafreh&Lantolf, 1994;Anton, 1999;Ellis &Fotos, 1999;Hall, 1995;Lantolf, 2006;Long, 2006;Mitchell & Myles, 2004;Swain &Lapkin, 1998). Asecond or foreign language is not only a concrete subject or a group of grammar rules to be studied, but also a dynamic process of communicative competences that allow learners to use language practically as a tool of communication.…”

Section: Practise and Use Of English In Meaningful Waysmentioning

confidence: 99%

Are Saudi Girls Motivated to Learn English?

harthi

2016

SSRN Journal

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This paper is based on data drawn from Ph.D. research investigating the relationship between language and motivation. It specifically describes the motivating and demotivating factors that influence young female language learners in the Saudi context. This study aims to investigate what factors could motivate female learners of ESL classrooms. Further, the author utilizes sociocultural theory to explore what factors could affect participants' motivation as female Muslim Arabs. She also supportsher arguments using data drawn from classroom observations, pupil focus group interviews and one-to-one teacher interviews. The current study involves 132 second-year pupils from a secondary public school in Taif city and three Saudi English language teachers.The findings indicate the impact of various social factors relevant to the Saudi identity, culture and everyday life on girls' ESL learning in the Saudi context. Participants' beliefs and practices of ESL appear to be influenced by certain imaginative views towards their local identities and cultures, their possible selves in the future, and the linguistic communities. In addition, findings regarding autonomy indicate that identity and culture attributes affects teachers' and learners' roles in the classroom and their motivation both inside andoutside the classroom. Finally, the study recommends extending the setting of the sample for future study to include more than one city in order to compare cultural and social attributes that impact ESL, ascultures and identities vary from one area to another in Saudi Arabia.

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(Re)creating our Worlds with Words: A Sociohistorical Perspective of Face-to-Face Interaction

Cited by 118 publications

References 0 publications

Principles of Critical Language Pedagogy: A literature review

Principles of Critical Language Pedagogy: A literature review

A qualitative study on learning trajectories of non-native Chinese instructors as successful Chinese language learners

Are Saudi Girls Motivated to Learn English?

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