Second Language Acquisition, WE, and language as a complex adaptive system (CAS)

Abstract

The field of Second Language Acquisition/Development (SLA/D) has evolved to a point where the paradigm gap between SLA/D and world Englishes (WE), identified by Sridhar and Sridhar (1986), has narrowed. The closing of the gap is due in part to SLA/D and WE leaving behind their ontological inheritance of a static competence from linguistics and finding common ground in a view of language as a complex adaptive system. While differences between the two fields are real and will rightly prevail, there may now exist an opening for a dialogue that can lead to a closing of the gap. 80

A CDST Perspective on Variability in Foreign Language Learners’ Listening Development

“…Complex Dynamic Systems Theory has been proposed and used to describe developmental processes (e.g., van Geert, 2008 ; Spoelman and Verspoor, 2010 ; Verspoor et al, 2017 ; Larsen-Freeman, 2018 , 2019 ; Lowie et al, 2018 ) and variability (e.g., van Geert and van Dijk, 2002 ; Larsen-Freeman, 2006 , 2017 ; Polat and Kim, 2014 ; Lowie and Verspoor, 2015 , 2018 ) in L2 learning in a number of recent SLA studies, proposing non-linear development of overweight cause-effect relationships, and emphasizing that disordered details and dynamic changes can be indicators of development ( Larsen-Freeman and Cameron, 2008 ; Verspoor et al, 2008 , 2017 ; van Dijk et al, 2011 ).…”

“…Thus, this study sets out to explore L2 listening from a longitudinal CDST perspective. It is hoped that the results will provide insight not only into an individual's stages of SLD, but more specifically into the developmental process of L2 learning (Verspoor et al, 2008(Verspoor et al, , 2017Larsen-Freeman, 2018). This study aims to view listening performance as an effective indicator of L2 listening capacity, to explore the developmental processes of learners and their differences, as well as examine the inter-individual as well as the intra-individual variability within their own developmental trajectories.…”

Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners

“…Evaluating citizenship based on language ability is an ideology that justifies and propagates continued domination and exploitation. Increasingly, scholars like Fleming, Kubota (2015), Lee (2015) and Larsen-Freeman (2018) are calling for transparent recognition of this type of discrimination in Canada. Discrimination remains pervasive despite having shifted from historically explicit forms of exclusion based on race to current forms of exclusion based on culture or language.…”

A Canadian Perspective: French Language Learning

“…A primary purpose for teaching “languages is for students to confront their own monolingual biases and to understand the many pragmatic and humanitarian benefits of language learning” (Larsen-Freeman, 2018, p. 61). Current understanding communicated by international researchers suggests learning a Second Language (SL) “enhances learners’ reading and writing abilities, mathematical skills and performance in other school-related subjects” (O'Brien, 2017, p. 16).…”

“…Therefore, given the “paucity of quality studies on this topic, it is prudent to look to board, school, and student-level data for additional information (Halton District School Board, 2009, p. 13). Learning a SL is not straightforward and there many human elements that can weaken SL learning pace, depth, and breadth, as Larsen-Freeman (2018) explains,…”