Abstract
This chapter argues that a new epistemology for the field of SLA, rooted in sociology rather than in psychology, is taking form with radical consequences for the organization of second language practices, including learning and teaching. Central elements in this new epistemology are the following elements to be discussed in the chapter:
-
1.
Learning is bound to participation in the life world and therefore to the personal history of each learner.
-
2.
Spoken language is the primordial mode of mundane social interaction.
-
3.
Classrooms need to feed on the everyday practices of the students and to center on support students to establish life world relations.
-
4.
In the social interactions in which language learners engage, trouble in the talk will often trigger repair practices through which new language material is offered by the co-participants.
The chapter outlines the argument and methodology that lie behind this new epistemology, drawing on Ethnomethodology (EM) and Conversation Analysis (CA), thereby reformulating second language learning as an embodied, sociological project. Finally, the chapter discusses the consequences of this sociological perspective on learning for conceptualizing second language teaching in the form of the development of resources for creating social infrastructures for learning.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
In this chapter, mother tongue will be used for language(s) learned during childhood. Foreign languages are taught in schools but not spoken in the life world of the students. Second languages refer to those languages that are regularly used in the life world of the students
References
Berger, E., & Pekarek Doehler, S. (2018). Tracking change over time in storytelling practices: A longitudinal study of second language talk-in-interaction. In S. Pekarek Doehler, J. Wagner, & E. González-Martínez (Eds.), Longitudinal studies on the organization of social interaction (pp. 67–102). London: Palgrave Macmillan.
Brouwer, C. E. (2003). Word searches in NNS-NS interaction: Opportunities for language learning? The Modern Language Journal, 87, 534–545.
Brouwer, C. E. (2004). Doing pronunciation: A specific type of repair sequence. In R. Gardner & J. Wagner (Eds.), Second language conversations (pp. 93–113). London: Continuum.
Brouwer, C. E., & Wagner, J. (2004). Developmental issues in second language conversation. Journal of Applied Linguistics, 1(1), 29–47.
Brouwer, C. E., Rasmussen, G., & Wagner, J. (2004). Embedded corrections in second language talk. In R. Gardner & J. Wagner (Eds.), Second language conversations (pp. 75–92). London: Continuum.
Clark, B., & Lindemalm, K. (Eds.). (2011). Språkskap: Swedish as a social language. Stockholm: Ergonomidesign, Folkeuniversitetet, Interactive Institute. Available at sprakskap.se.
Clark, B., Wagner, J., Lindemalm, K., & Bend, O. (2011). Språkskap: Supporting second language learning “in the wild.” INCLUDE 11: International conference on inclusive design proceedings. Royal College of Art. http://include11.kinetixevents.co.uk/rca/rca2011/paper_final/F514_1578.PDF
Couper-Kuhlen, E., & Selting, M. (2018). Interactional linguistics: Studying language in social interaction. Cambridge: Cambridge University Press.
Eder, U., & Klippel, F. (Eds.). (2017). Sprachunterricht im kontext gesellschaftlicher und politischer ereignisse und entwicklungen: historische vignetten [Language teaching in the context of social and political events and developments: Historical vignettes]. Münster: Waxmann.
Eskildsen, S. W. (2011). The L2 inventory in action: Conversation analysis and usage-based linguistics in SLA. In G. Pallotti & J. Wagner (Eds.), L2 learning as social practice: Conversation-analytic perspectives (pp. 337–373). Honolulu: University of Hawaii, National Foreign Language Resource Center.
Eskildsen, S. W. (2018a). ‘We’re learning a lot of new words’: Encountering new L2 vocabulary outside of class. The Modern Language Journal, 102, 46–63.
Eskildsen, S. W. (2018b). Building a semiotic repertoire for social action: Interactional competence as biographical discovery. Classroom Discourse, 9, 68–76.
Eskildsen, S. W., & Majlesi, A. R. (Eds.). (2018). Locating learnables (and teachables) in second language talk. The Modern Language Journal, 102, Supplement S1.
Eskildsen, S. W., & Theodórsdóttir, G. (2017). Constructing L2 learning spaces: Ways to achieve learning inside and outside the classroom. Applied Linguistics, 38, 148–164.
Eskildsen, S. W., & Wagner, J. (2013). Recurring and shared gestures in the L2 classroom: Resources for teaching and learning. European Journal of Applied Linguistics, 1(1), 1–23.
Eskildsen, S. W., & Wagner, J. (2015). Embodied L2 construction learning. Language Learning, 65(2), 419–448.
Eskildsen, S. W., & Wagner, J. (2018). From trouble in the talk to new resources: The interplay of bodily and linguistic resources in the talk of a speaker of English as a second language. In S. Pekarek Doehler, J. Wagner, & E. González-Martínez (Eds.), Longitudinal studies on the organization of social interaction (pp. 143–171). London: Palgrave Macmillan.
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA. The Modern Language Journal, 81(3), 285–300.
Firth, A., & Wagner, J. (2007). Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA. The Modern Language Journal, 91, 800–819.
Gardner, R., & Wagner, J. (Eds.). (2004). Second language conversations. London: Continuum.
Garfinkel, H. (2002). Ethnomethodology’s program: Working out Durkheim’s aphorism. Lanham: Rowman & Littlefield.
Garfinkel, H., & Sacks, H. (1970). On formal structures of practical action. In J. C. McKinney & E. A. Tiryakian (Eds.), Theoretical sociology (pp. 338–366). New York: Appleton-Century-Crofts.
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489–1522.
Goodwin, C. (2007). Environmentally coupled gestures. In S. D. Duncan, J. Cassell, & E. T. Levy (Eds.), Gesture and the dynamic dimension of language (pp. 195–212). Philadelphia: John Benjamins.
Hall, J. K., Hellermann, J., & Pekarek-Doehler, S. (Eds.). (2011). L2 interactional competence and development. Bristol: Multilingual Matters.
Heritage, J. (1984a). A change-of-state token and aspects of its sequential placement. In J. M. Atkinson & J. Heritage (Eds.), Structures of social action: Studies in conversation analysis (pp. 299–345). Cambridge: Cambridge University Press.
Heritage, J. (1984b). Garfinkel and ethnomethodology. Cambridge: Polity Press.
Howatt, A. P. R., & Smith, R. (2014). The history of teaching English as a foreign language, from a British and European perspective. Language & History, 57, 75–95.
Huebner, T. (1959). How to teach foreign languages effectively. New York: New York University Press.
Jefferson, G. (1983). Notes on some orderlinesses of overlap onset (Tillburg Papers in Language and Literature, 28).
Jespersen, O. (1904). How to teach a foreign language. (S. Yhlen-Olsen Bertelsen, Trans.). London: Swan Sonnenschein/Allen & Unwin. (Original work published 1901).
Kasper, G., & Burch, A. R. (2016). Focus on form in the wild. In R. A. van Compernolle & J. McGregor (Eds.), Authenticity, language and interaction in second language contexts (pp. 198–232). Buffalo: Multilingual Matters.
Kasper, G., & Wagner, J. (2011). Conversation analysis as an approach to second language acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 117–142). New York: Routledge.
Kasper, G., & Wagner, J. (2014). Conversation analysis in applied linguistics. Annual Review of Applied Linguistics, 34, 1–42.
Kurhila, S. (2001). Correction in talk between native and non-native speakers. Journal of Pragmatics, 33, 1083–1110.
Kurhila, S. (2006). Second language interaction. Amsterdam: Benjamins.
Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39, 9–30.
Liberman, K. (2013). More studies in ethnomethodology. Albany: SUNY Press.
Liddicoat, A. (2011). An introduction to conversation analysis (2nd ed.). London: Continuum.
Lilja, N. (2014). Partial repetitions as other-initiations of repair in second language talk: Re-establishing understanding and doing learning. Journal of Pragmatics, 71, 98–116.
Linell, P. (2005). The written language bias in linguistics: Its nature, origins and transformations. London: Routledge.
Littlewood, W. (1981). Communicative language teaching. Cambridge: Cambridge University Press.
Majlesi, A. R., & Broth, M. (2012). Emergent learnables in second language classroom interaction. Learning, Culture and Social Interaction, 1, 193–207.
McLelland, N., & Smith, R. (Eds.). (2018). The history of language learning and teaching. Oxford: Legenda.
Mills, C. W. (2000/1959). The sociological imagination. Oxford: University Press.
Müller, S. M. (2016). Becoming the phenomenon? An alternative approach to reflexivity in ethnography. Qualitative Inquiry, 22, 705–717.
Nguyen, H. T. (2019). Constraints and possibilities for developing interactional competence in a lingua franca at the workplace. In H. T. Nguyen & T. Malabarba (Eds.), Conversation analytic perspectives on English language learning, teaching and testing in global contexts. Bristol: Multilingual Matters.
Nguyen, H. T., & Kasper, G. (Eds.). (2009). Talk-in-interaction: Multilingual perspectives. Honolulu: University of Hawaii, National Foreign Language Resource Center.
Pallotti, G., & Wagner, J. (Eds.). (2011). L2 learning as a social practice: Conversation-analytic perspectives. Honolulu: University of Hawaii, National Foreign Language Resource Center.
Pekarek Doehler, S., & Berger, E. (2016). L2 interactional competence as increased ability for context-sensitive conduct: A longitudinal study of story-openings. Applied Linguistics, 39(4), 555–578.
Pekarek Doehler, S., & Pochon-Berger, E. (2015). The development of L2 interactional competence: Evidence from turn-taking organization, sequence organization, repair organization and preference organization. In T. Cadierno & S. W. Eskildsen (Eds.), Usage-based perspectives on second language learning (pp. 233–268). Berlin: Mouton de Gruyter.
Rawls, A. W. (2002). Editor’s introduction. In H. Garfinkel (Ed.), Toward a sociological theory of information (pp. 1–100). Boulder: Paradigm.
Risager, K., Jakobsen, K. S., & Kristiansen, M. (1984). Umoderne sprog? om fremmedsprog i gymnasiet [Unmodern languages? about foreign languages in high school]. Copenhagen: Gyldendal.
Roberts, C., Byram, M., Barro, A., Jordan, S., & Street, B. (2001). Language learners as ethnographers. Clevedon: Multilingual Matters.
Sacks, H. (1984). Notes on methodology. In J. Heritage & J. M. Atkinson (Eds.), Structures of social action: Studies in conversation analysis (pp. 2–27). Cambridge: University Press.
Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50, 696–735.
Schegloff, E. A., Jefferson, G., & Sacks, H. (1977). The preference for self-correction in the organisation of repair in conversation. Language, 53, 361–382.
Stivers, T., & Robinson, J. D. (2006). A preference for progressivity in interaction. Language in Society, 35, 367–392.
Suchman, L. (2007). Human-machine reconfigurations. Cambridge: University Press.
Svennevig, J. (2017). “What’s it called in Norwegian?”: Acquiring L2 vocabulary items in the workplace. Journal of Pragmatics, 126, 68–77.
Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London/New York: Continuum.
Theodórsdóttir, G. (2011a). Second language interaction for business and learning. In J. K. Hall, J. Hellermann, & S. P. Doehler (Eds.), L2 interactional competence and development (pp. 93–116). Bristol: Multilingual Matters.
Theodórsdóttir, G. (2011b). Language learning activities in everyday situations: Insisting on TCU completion in second language talk. In G. Pallotti & J. Wagner (Eds.), L2 learning as a social practice: Conversation-analytic perspectives (pp. 185–208). Honolulu: University of Hawaii, National Foreign language Resource Center.
Theodórsdóttir, G. (2018). L2 teaching in the wild: A closer look at correction and explanation practices in everyday L2 interaction. The Modern Language Journal, 102(Supplement S1), 30–45.
Van Ek, J., & Alexander, L. G. (1980). Threshold level English in a European unit/credit system for modern language learning by adults. Elmsford: Pergamon Press.
Wagner, J. (2004). The classroom and beyond. Modern Language Journal, 88(4), 257–278.
Wagner, J. (2006). Læring og integration [Learning and integration]. Nordisk Tidsskrift for Andrespråksforskning [Nordic Journal for Second Language Research], 1.1, 89–104.
Wagner, J. (2015). Designing for language learning in the wild: Creating social infrastructures for second language learning. In T. Cadierno & S. W. Eskildsen (Eds.), Usage-based perspectives on second language learning (pp. 75–104). Berlin: Mouton de Gruyter.
Wagner, J., & Gardner, R. (2004). Introduction. In R. Gardner & J. Wagner (Eds.), Second language conversation (pp. 1–17). London: Bloomsbury Academic.
Weinstein, G. (2006). Learners’ lives as curriculum: An integrative, project-based model for language learning. In G. H. Beckett & P. C. Miller (Eds.), Project based second and foreign language education: Past, present and future (pp. 151–165). Greenwich: Information Age Publishing.
Whalen, J., Zimmerman, D. H., & Whalen, M. R. (1988). When words fail: A single case analysis. Social Problems, 35(Special Issue: Language, Interaction, and Social Problems), 335–362.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Wagner, J. (2019). Towards an Epistemology of Second 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_10
Download citation
DOI: https://doi.org/10.1007/978-3-030-22165-2_10
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-22164-5
Online ISBN: 978-3-030-22165-2
eBook Packages: EducationEducation (R0)