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Overview‘This is an outstanding collection of papers by top scholars in a range of disciplines who shed stimulating, complementary insights into the social, cognitive and semiotic frameworks that shape both the acquisition of language, and the constitution of social actors through that process. The intentionally loose ecological framing of the volume provides an arena within which a range of perspectives, all united by their opposition to a mechanistic view of language acquisition, can enter into dialogue with each other. This is a most stimulating collection, with a range of insightful investigations of settings as diverse as an autistic child learning to interact with others on the playing field, professional gate-keeping encounters, and foreign language classrooms.' Professor Charles Goodwin, University of California at Los Angeles The book brings together well-known scholars in two relatively distinct fields, language acquisition and language socialization, and from a variety of orientations within applied linguistics to describe language development from a relational perspective. The papers in this volume are a response to three main questions: 1) What conceptual models best capture the ecological nature of language learning? 2) What research approaches are best likely to illuminate the relationship between language and social structure? 3) How is educational success defined for language acquisition and language socialization? Full Product DetailsAuthor: Claire KramschPublisher: Bloomsbury Publishing PLC Imprint: Continuum International Publishing Group Ltd. Dimensions: Width: 15.60cm , Height: 3.20cm , Length: 23.40cm Weight: 0.510kg ISBN: 9780826453723ISBN 10: 0826453724 Pages: 320 Publication Date: 01 February 2003 Audience: College/higher education , Professional and scholarly , Undergraduate , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Language: English Table of ContentsIntroduction: How Can We Tell the Dancer from the Dance? Claire Kramsch Part I: Language Development as Spatial and Temporal Positioning 1. Language Acquisition and Language Use from a Chaos/Complexity Perspective, Diane Larsen-Freeman, University of Michigan 2. Modelling the Acquisition of Speech in a 'Multilingual' Society: An Ecological Approach, Jonathan Leather, University of Amsterdam 3. Language Development and Identity: Multiple Timescales in the Social Ecology of Learning, Jay L. Lemke, City University of New York Commentaries to Part I Part II: Language Development as Mediated, Social Semiotic Activity 4. Becoming a Speaker of Culture, Elinor Ochs, UCLA 5. Cross-cultural Learning and Other Catastrophes, Ron Scollon, Georgetown University 6. An Ecological-semiotic Perspective on Language and Linguistics, Leo van Lier, Monterey Institute of International Studies Commentaries to Part II Part III: Discourse Alignments and Trajectories in Institutional Settings 7. 'I'd Rather Switch than Fight': An Activity Theoretic Study of Power, Success and Failure in a Foreign Language Classroom, James P. Lantolf, The Pennsylvania State University and Patricia B. Genung, The United States Military Academy 8. Discoursal, Misalignments in Professional Gatekeeping Encounters, Srikant Sarangi, Cardiff University and Celia Roberts, Thames Valley University Commentaries to Part III Part IV: Interaction Rituals in Language Acquisition and Use 9. Ritual, Face and Play in a First English Lesson: Bootstrapping a Classroom Culture, Jet van Dam, University of Amsterdam 10. Negotiating the Paradoxes of Spontaneous Talk in Advanced L2 Classes, Anne Bannink, University of Amsterdam Commentaries to Part IVReviews'For those of us working in the field of EAL, this book is highly relevant. Its ten chapters cover the breadth of the field and, as it suggested, represent what one might call interdisciplinary-in-interaction. In addition to an excellent introduction which sets out the theoretical framework for the chapters which follow, there are commentaries ending each of the four parts into which the book is divided. These commentaries offer fascinating insights into the writers' discussions during a colloquium which preceded the writing of the book...This is an excellent book. Readable, thought provoking and intellectually engaging.'Angela Creese, University of Birmingham, UK, National Association for Language Development in the Curriculum--Angela Creese, University of Birmingham, UK, National Association for Language Development in the Curriculum, Autumn 07 Author InformationClaire Kramsch is Professor of German and Foreign Language Acquisition at the University of California, Berkeley. Tab Content 6Author Website:Countries AvailableAll regions |
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