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Introduction: On the Complex Ecology of Language Learning ‘in the Wild’

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Conversation Analytic Research on Learning-in-Action

Part of the book series: Educational Linguistics ((EDUL,volume 38))

Abstract

This introduction explicates the central issues informing the chapters in the volume. We outline the epistemological development of Second Language Acquisition research as it has evolved from being predominantly individual-cognitive to a more pluralistic endeavor in which social approaches to cognition and learning are becoming central. Social interaction has been recognized as key to language learning since the 1970’s but the field is still lacking in research that studies the everyday social-interactional ecology in which the L2 speaker acts. We argue that it is time to broaden contexts for empirical investigations to study language learning in the full ecology of ‘the wild’, that is, in out-of-classroom, real world settings that put into play the multisemiotic resources inhabiting the worlds of L2 speakers.

The contributions to the volume scrutinize the affordances of ‘the wild’ for the development of L2 interactional competence, investigate how L2 speakers configure learning opportunities in the wild, and analyze possible ways of integrating in-the-wild-experiences into the L2 classroom agenda. Leading to new empirical understandings of the richness of the affordances for L2 learning that emerge in people’s lifeworlds, this affects our conception of L2 learning, as product and process, and holds important implications for teaching practices.

I hope to evoke with this metaphor a sense of an ecology of thinking in which human cognition interacts with an environment rich in organizing resources.

E. Hutchins, Cognition in the Wild, 1995.

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Notes

  1. 1.

    Going further back there were earlier attempts at opening up the field, perhaps not so much in terms of abandoning the purely cognitive orientation, but for example to encompass bilingualism (Ochsner 1979), situate the emergence of L2 syntax in real discourse (Hatch 1978), critically examine theoretical constructs as literary metaphors (Schumann 1983), or redress the imbalance between theory and practice (van Lier 1988).

  2. 2.

    It is important to stress that this argument is in line with usage-based studies demonstrating that language emerges from use in particular contexts (Ellis 2002, 2015; Ellis and Cadierno 2009; Eskildsen 2011, 2012, inter alia).

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Authors and Affiliations

  1. Department of Design and Communication, University of Southern Denmark, Sønderborg, Denmark

    Søren W. Eskildsen

  2. Center for Applied Linguistics, University of Neuchâtel, Neuchâtel, Switzerland

    Simona Pekarek Doehler

  3. Department of Language and Communication Studies, University of Jyväskylä, Jyväskylä, Finland

    Arja Piirainen-Marsh

  4. Applied Linguistics, Portland State University, Portland, OR, USA

    John Hellermann

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  1. Søren W. Eskildsen
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  2. Simona Pekarek Doehler
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  3. Arja Piirainen-Marsh
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  4. John Hellermann
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Correspondence to Søren W. Eskildsen .

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Editors and Affiliations

  1. Applied Linguistics, Portland State University, Portland, OR, USA

    John Hellermann

  2. Department of Design and Communication, University of Southern Denmark, Sønderborg, Denmark

    Søren W. Eskildsen

  3. Center for Applied Linguistics, University of Neuchâtel, Neuchâtel, Switzerland

    Simona Pekarek Doehler

  4. Department of Language and Communication Studies, University of Jyväskylä, Jyväskylä, Finland

    Arja Piirainen-Marsh

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Eskildsen, S.W., Pekarek Doehler, S., Piirainen-Marsh, A., Hellermann, J. (2019). Introduction: On the Complex Ecology of Language Learning ‘in the Wild’. In: Hellermann, J., Eskildsen, S., Pekarek Doehler, S., Piirainen-Marsh, A. (eds) Conversation Analytic Research on Learning-in-Action. Educational Linguistics, vol 38. Springer, Cham. https://doi.org/10.1007/978-3-030-22165-2_1

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