Relationality, Interconnectedness, and Identity: A Process-Focused Approach to Second Language Acquisition and Teaching (SLA/T)
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| Title: | Relationality, Interconnectedness, and Identity: A Process-Focused Approach to Second Language Acquisition and Teaching (SLA/T) |
|---|---|
| Language: | English |
| Authors: | Dwight Atkinson (ORCID |
| Source: | Modern Language Journal. 2025 109(1):39-63. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Self Concept, Second Language Learning, Second Language Instruction, Teaching Methods, Learning Processes, Computer Mediated Communication, Educational Research, Systems Approach, Learning Theories, Professional Autonomy, Language Teachers |
| DOI: | 10.1111/modl.12982 |
| ISSN: | 0026-7902 1540-4781 |
| Abstract: | This complex article has six subsections. Following a brief introduction, one team of three co-authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía-Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini introduces an eclectic perspective in which online communication is analyzed multimodally; Kayi-Aydar develops a broad-based identity perspective; and Lowie presents a complex dynamic systems theory perspective on SLA/T. In the final subsection of this article, the six authors investigate together how their different perspectives might synergize with and complement each other. Conceptually, they develop five main points: (a) SLA/T is a process, (b) SLA/T is relational and ecological, (c) SLA/T occurs on multiple temporal dimensions and analytical levels, and (d) SLA/T is multimodal and embodied. Methodologically, they find common ground in multimethods and case-based research approaches covering a range of different timescales. Pedagogically, they acknowledge the diversity of educational environments around the world, support local autonomy for teachers, and understand learning as emergent. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1460616 |
| Database: | ERIC |
| Abstract: | This complex article has six subsections. Following a brief introduction, one team of three co-authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía-Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini introduces an eclectic perspective in which online communication is analyzed multimodally; Kayi-Aydar develops a broad-based identity perspective; and Lowie presents a complex dynamic systems theory perspective on SLA/T. In the final subsection of this article, the six authors investigate together how their different perspectives might synergize with and complement each other. Conceptually, they develop five main points: (a) SLA/T is a process, (b) SLA/T is relational and ecological, (c) SLA/T occurs on multiple temporal dimensions and analytical levels, and (d) SLA/T is multimodal and embodied. Methodologically, they find common ground in multimethods and case-based research approaches covering a range of different timescales. Pedagogically, they acknowledge the diversity of educational environments around the world, support local autonomy for teachers, and understand learning as emergent. |
|---|---|
| ISSN: | 0026-7902 1540-4781 |
| DOI: | 10.1111/modl.12982 |
