Abstract
As a multidisciplinary field of research, applied linguistics has drawn on a variety of linguistic, psychological, and sociological theories to explain the processes by which foreign/second languages are acquired, learned, and studied and the principles that have guided foreign language education in institutional settings. With globalization, the links between language, culture, communication, and identity have become more problematic, and it is less clear what foreign language educators should prepare learners to do with the language in the real world of language use. Researchers agree, however, that it is not enough to teach how to say things grammatically accurately and idiomatically. Language educators need to teach the symbolic value of words and their historical resonances and help S/FL learners learn how to respect each other’s values without betraying their own.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
American Council on the Teaching of Foreign Languages. (1986). ACTFL proficiency guidelines. Revised 2012, available from http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012
Atkinson, D. (2011). Alternative approaches to second language acquisition. London: Routledge.
Bazerman, C., & Prior, P. (2004). What writing does and how it does it. An introduction to analyzing text and textual practices. Mahwah: Lawrence Erlbaum.
Block, D. (2003). The social turn in second language acquisition. Washington, DC: Georgetown University Press.
Byrnes, H., & Maxim, H. (Eds.). (2003). Advanced foreign language learning: A challenge to college programs. Boston: Heinle.
Canagarajah, C. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
Canagarajah, S. (2013). From intercultural rhetoric to cosmopolitan practice: Addressing new challenges in Lingua Franca English. In D. Belcher & G. Nelson (Eds.), Critical and corpus-based approaches to intercultural rhetoric. Ann Arbor: University of Michigan Press.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47.
Cenoz, J., & Gorter, D. (2011). Introduction. A holistic approach to multilingual education. Modern Language Journal, 95(3), 339–343.
Corson, D. (1997). Critical realism: An emancipatory philosophy for applied linguistics? Applied Linguistics, 18, 166–188.
Council of Europe. (2000). Common European Framework for language learning, teaching and evaluation. Strasbourg: Council of Europe.
Ibrahim, A. E. K. (1999). Becoming Black: Rap and hip-hop, race, gender, identity, and the politics of ESL learning. TESOL Quarterly, 33, 349–370.
Ivanic, R. (1998). Writing and identity. The discoursal construction of identity in academic writing. Amsterdam: John Benjamins.
Kasper, G. (2001). Four perspectives on L2 pragmatic development. Applied Linguistics, 22, 502–530.
Kern, R. (2000). Literacy and language teaching. Oxford: Oxford University Press.
Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
Kramsch, C. (Ed.). (2002). Language socialization and language acquisition. Ecological perspectives. London: Continuum.
Kramsch, C. (2011). The symbolic dimensions of the intercultural. Language Teaching, 44(3), 354–367.
Kramsch, C., & Yin, P. (in press). Teaching foreign languages in the glocal contact zone. The case of France and China. In: A. F. Selvi & N. Rudolph (Eds.), Contextualizing education for glocal interaction. Berlin: Springer.
Krashen, S. (1976). Formal and informal linguistic environments in language learning and language acquisition. TESOL Quarterly, 10, 157–168.
Kress, G. (2003). Literacy in the new media age. London: Routledge.
Lantolf, J. (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.
Lantolf, J., & Thorne, S. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.
Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. London: Longman.
Leung, C. (2014). Communication and participatory involvement in linguistically diverse classrooms. In S. May (Ed.), The multilingual turn. Implications for SLA, TESOL and bilingual education (pp. 123–146). London: Routledge.
Lin, A. (1999). Doing-English-Lessons in the reproduction or transformation of social worlds? TESOL Quarterly, 33, 393–412.
Liskin-Gasparro, J. (1984). The ACTFL proficiency guidelines: A historical perspective. In T. Higgs (Ed.), Teaching for proficiency, the organizing principle (pp. 11–42). Lincolnwood: National Textbook Company.
May, S. (2014). Disciplinary divides, knowledge construction, and the multilingual turn. In S. May (Ed.), The multilingual turn. Implications for SLA, TESOL and bilingual education (pp. 7–31). London: Routledge.
Norton, B., & Toohey, K. (Eds.). (2004). Critical pedagogies and language learning. Cambridge, UK: Cambridge University Press.
Ortega, L. (2013). SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Language Learning, 63(Suppl 1), 1–24.
Pennycook, A. (2001). Critical applied linguistics. Mahwah: Lawrence Erlbaum.
Pennycook, A. (2010). Language as a local practice. London: Routledge.
Rampton, B. (1995). Crossing. Language and ethnicity among adolescents. London: Longman.
Schieffelin, B., Woolard, K., & Kroskrity, P. (1998). Language ideologies. Practice and theory. Oxford: Oxford University Press.
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.
Van Ek, J. (1975). Threshold level English. Preface and foreword by J. L. M. Trim. Strasbourg: Council of Europe.
Widdowson, H. G. (2004). Text, context, pretext. Critical issues in discourse analysis. Oxford: Blackwell.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this entry
Cite this entry
Kramsch, C. (2017). Applied Linguistic Theory and Second/Foreign Language Education. In: Van Deusen-Scholl, N., May, S. (eds) Second and Foreign Language Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02246-8_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-02246-8_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-02245-1
Online ISBN: 978-3-319-02246-8
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education