Silence in Second Language Learning: A Psychoanalytic Reading

Author:   Colette A. Granger
Publisher:   Channel View Publications Ltd
ISBN:  

9781853596995


Pages:   152
Publication Date:   16 February 2004
Format:   Electronic book text
Availability:   In Print   Availability explained
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Silence in Second Language Learning: A Psychoanalytic Reading


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Overview

Within the complex process of second language acquisition there lies a highly variable component referred to as the silent period, during which some beginning second language learners may not willingly produce the target language. Silence in Second Language Learning claims that the silent period might represent a psychical event, a non-linguistic as well as a linguistic moment in the continuous process of identity formation and re-formation. Colette Granger calls on psychoanalytic concepts of anxiety, ambivalence, conflict and loss, and on language learning narratives, to undertake a theoretical dialogue with the learner as a being engaged in the psychical work of making, and re-making, an identity. Viewed in its entirety, this study takes the form of a kind of triangulation of three elements: the linguistically described phenomenon of the silent period; the psychoanalytically oriented problem of the making of the self; and the real and remembered experiences of individuals who live in the silent space between languages.

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Author:   Colette A. Granger
Publisher:   Channel View Publications Ltd
Imprint:   Multilingual Matters
ISBN:  

9781853596995


ISBN 10:   185359699
Pages:   152
Publication Date:   16 February 2004
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Electronic book text
Publisher's Status:   Active
Availability:   In Print   Availability explained
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.

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Colette Granger works in the Faculty of Education at York University in Toronto, Canada. Her research explores issues in several areas of education, including second language learning, teacher education and new technologies. Guiding all her work is an overarching question about the ways in which broad social goals, institutional and curricular objectives, and the internal worlds of the individual participants in education collide and at times disrupt one another. This is her first book.

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