- 320 pages
- English
- PDF
- Available on iOS & Android
About this book
'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?
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Table of contents
- Contents
- Contributors
- Foreword
- Acknowledgments
- Introduction: "How can we tell the dancer from the dance?"
- Part One: Language development as spatial and temporal positioning
- Part Two: Language development as a mediated, social semiotic activity
- Part Three: Discourse alignments and trajectories in institutional settings
- Part Four: Classroom rituals and their ecologies
- Index